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Tsl2 lAYSlTs^^Er^TY-THIRD 

ANNUAL REPORT 



OF 



THE BOARD OF EDUCATION 



OF THE 



CITY OF JACKSON, TENNESSEE 



1901 AND 1902 



COURSE OF STUDY 



AND 



MANUAL 



JACKSON, TENN. 
THOS. R. m'COWAT & CO., PRINTERS 

1902 




BOAKD.OF EDUCATION. 



REPORT OF THE BOARD OF EDUCATION 



Board of Education. 



W. F. ALEXANDER Term Expires August, 1904 

HU. C. ANDERSON__ Term Expires June, 1903 

J. H. HIRSCH Term Expires January, 1904 

E. E. MATHIS Term Expires August, 1904 

J. A. THOMPSON Term Expires August, 1904 



Officers of the Board. 



W. F. ALEXANDER, President. 
J. A. THOMPSON, Vice-President. 
L. E. MATHIS, Secretary. 
HU. C. ANDERSON, Treasurer. 

S. A. MYNDERS, Superintendent. 



Building and Repair Committee. 



J. H. HIRSCH, Chairman. 
J. A. THOMPSON. 
SUPT. MYNDERS. 



REPORT OF THE BOARD OF EDUCATION 



Roster of Members of the Board of Education Since Organiza= 
tion of the Schools. 



BEGAN. 


RETIR- 
ED. 


1879 


1898 


1879 


1894 


1879 


1887 


1879 


1882 


1882 




1883 


1889 


■1887 


1895 


1889 


1892 


189-2 




1895 


1898 


1894 


1896 


1896 


1898 


1898 




1898 




1898 





REMARKS. 



W. P. Robertson.. 

E. S.Mallory 

James O'Connor 

J. H. Hirsch 

W. F. Alexander.. 

J. H. Duke 

J. H. Hirsch 

John W. Gates 

Hu. C. Anderson. _ 

W.T.Nelson 

J. W. McDonald. __ 

R. S. Fletcher 

J. H. Hirsch 

L. E. Mathis 

J. A. Thompson 



President 1879-'98. 
Secretary 1879-'94. 
Died May 21, 1887. 
Treasurer 1879-1882. 
Treasurer 1882-1898, 



Treasurer 1898. 

Secretary 1894-96. 
Secretary 1896-'98. 

Secretary 1898 . 



President 1898- 



Superintendents. 



RETIR- 
ED. 



J. C. Brooks 

T. J. Porter 

Frank M. Smith __ 
Thomas H. Paine. 
S. A. Mynders 



1879 

1882 
1884 
.1887 
1899 



1882 

1884 
1887 
1899 



OF THE CITY OF JACKSON, T^NN. 



Letter of President of the Board of Education. 



Jackson, Tenn., Aug. 13, 1902. 
To the Board of Mayor and Aldermen, City of Jackson : 

Gentlemen: — I herewith hand you the reports of the Treas- 
urer of the Board of Education and Superintendent of our City 
Schools, together with the Course of Study and Manual of the 
schools. 

Your attention is called to the fact that we have built a new 
building for colored pupils, and made improvements in the other 
school buildings, out of the school fund. We have also ex- 
tended the school course and added special departments of Draw- 
ing and Writing, Manual Training, Sight Singing and Voice 
Culture. We have endeavored to make our schools as good as 
those of any city in the country, and we think we have been 
successful. 

The school authorities appreciate the interest you have shown 
in the schools by making annual visits and inspecting the work 
and property, as well as in providing for their support. 
Ver}' respectfully, 

W. F. ALEXANDER, 
President Board of Education. 



REPORT OF THE BOARD OF EDUCATION 




(JF THE CITY OF JACKSON, TliNN. 



TREASUREF^'S REPORT 1901 = 1902. 



71^ the Board of Itdiirafioii , City of Jackson : 

Gentlemen: — As Treasurer of 3-our Board, I have the honor 
to submit the following report for the }'ear ending Aug. 1, 1902. 

Receipts. 

Balance on hand, last report S or)79 '51 

Received from B. O. Snider (refund) > 5 50 

" '• City Back Taxes (Hartmus) 194 81 

" City Taxes (Hurt, Recorder) 8507-37 

- " " State and County Taxes (Trustee).... 14775 60 829062 59 

Disbursements. 

Salaries, Superintend nt and Teachers S17481 25 

Substitute Teachers 262 50 

Janitors 497 00 

Engineers . 484 30 

Fuel and Lights 669 04 

Supplies and Incidental Expenses 513 74 

Furniture and Apjparatus 713 41 

Permanent Improvements 2511 74 

Taking Scholastic Census 154 25 

Peabody State Institute . 150 00 

Treasurer's Salary 50 00 

Insurance 30 00 

Interest .__. 16 10 

District Schools 754 40 

Balance on hand 47 74 86—129062 59 

Respectfully submitted, 

HU. C. ANDERSON, Treasurer. 
We have examined the above report, and the vouchers accompanying, 
and found the same correct. 

J. A. THOMPSON, 
L. E. MATHIS, 

Atiditiny Committee. 



REPORT OF THE BOARD OF EDUCATION 



SUPERINTENDENT'S REPORT. 

Jackson, Tenn., Aug. 12, 1902. 
To the Board of Education, City of Jackson, Tenn: 

Gentlemen: — I respectfully submit to your honorable body 
this, my third annual report, being the twenty-third, of the 
Public Schools of this city. 

The customary statistics follow and are made a part of this re- 
port. While these figures are of interest, yet the value of the 
school S3\stem is not in statistics, but in the real work of the chil- 
dren while in school. 

By reference to the statistical tables you will find that our en- 
rollment continues to increase. The past session shows 113 
more pupils than the year previous. The per cent, of promotions 
is larger than ever before. This is due largely, I think, to the 
successful introduction of our semi-annual promotion system. 

I again call your attention to the crowded condition of the 
schools. More room will soon be needed. We are now using 
the office in West Jackson building and the cloak rooms in Col- 
lege Street building for recitation rooms. In West Jackson we 
have study hall space for two hundred and fifty or three hun- 
dred more pupils, but need recitation rooms added to accommo- 
date that number. 

FINANCES. 

I again congratulate you and the city on your excellent man- 
agement of the school finances. 

Without any increase of taxes for school purposes, or extra ap- 
propriations from the City Council, you have paid off all indebt- 
edness, finished the West Jackson building and made extensive 
improvements on that property, built a good model school house 
in North Jackson for colored children, improved the South Jack- 
son building, added a ninth grade to the school system, in- 
creased the number of grades taught in West Jackson School, 



OF THE CITY OF JACKSON, TKNN. 



added to the work of all grades, increased the number of teach- 
ers, employed specialists for teaching imi)ortant subjects, and in 
other ways added to the efficiency of the schools. After all of 
this, you have money left for the improvements contemplated at 
this time. 

Of the many reports of other cities coming to my office, I have 
failed to find one showing such excellent management. 

WORK OF TIIK SCHOOLS. 

The work of the schools during the past year has, in the main, 
been satisfactory. Some mistakes have been made. Many of 
these will be avoided another year. 

We were interrupted by epidemics of smallpox, scarlet fever, 
measles, mumps and whooping-cough during the fall and winter 
months. Many pupils lost as much as two or three months from 
school. Here one great benefit of the ungraded room and semi- 
annual promotions was experienced. Under our former system, 
most of these would have had to spend another year in the same 
grades. Under our present system many were able to go on with 
their classes, while the others were kept back one-half year at 
longest. This is a saving of time to pupils and of money to the 
city. 

There are yet many ways in which the work of the schools can 
be improved. My special report will contain suggestions for 
.some of these. 

You have employed a specialist for .supervisor of drawing and 
writing and arranged for a specialist in sight-singing and voice 
culture. These are valuable additions and we look for great im- 
provement in these important branches. 

INDUvSTRIAI, AND MANUAL TRAININO. 

We have made .some progress in the introduction of industrial 
work, as suggested in my last report, but the time has come 
when we must make special arrangements for this department 
by fitting up rooms especially for it, and placing regular teachers 
in charge of the work. 

No progressive school system can longer ignore the demands 
for manual training. The education of heart, mind and hand 



10 REPORT OF THE BOARD OF EDUCATION 

together is based upon sound and logical principles. Children 
must not only be taught to think, but to do. Thinking and do- 
ing go together in the life of the successful man or woman. 
Why should they not be together in the training for that life ? 

I will submit to 3'ou a special report looking to the immediate 
introduction of manual training into the schools, and the neces- 
sary arrangements for the same. 

PHYSICAL TRAINING. 

The school room often becomes an unattractive place for man}- 
children, simply because we work upon the idea that the super- 
abundance of vitaiit}', which is but natural with a child in good 
health, needs suppression. This is a mistake, and, instead, this 
energy should have direction and be utilized in the child's edu- 
cation. Many pupils break away from the restraints of the 
school room and form a dislike for those exercises that should 
be a pleasure and delight. The school needs more of the free- 
dom of the home, under the direction of careful teachers. 

The cramped position, unnatural stiffness and enforced qui- 
etude are so antagonistic to the child's God-given inclinations 
and disposition that he instinctively rebels, and school room du- 
ties become irksome and unpleasant. 

Many children, who for the reasons stated, now leave school 
before they have really had a start in the acquisition of an edu- 
cation, might be saved by a well arranged system of physical 
training, well taught and practiced. I mean a system that 
would utilize the energy of the child in his physical develop- 
ment and engage his interest. Calisthenics, which usually be- 
comes an exercise merely for exhibition and show, will not do 
this. Give him systematic breathing exercises for the expan- 
sion of the lungs and chest, and mu.scular exercises that bring 
into action as many of the muscles of the body as possible. 

Physical training has a value in the formation of character. 
If well directed it will secure attention, promptness and self-pos- 
session. In these drills the mind and the will are trained to- 
gether wath the body, and their daily repetition with variation, 
so pleasing to children, will produce habits of method and accu- 
rac}', which are of great value in securing self-control in pupils 



OF THE CITY OF JACKSON, TENN. 11 

and discipline in school. Obedience and self-restraint are de- 
veloped and established, and thus through an exercise in which 
the pupil delights, he unconsciousl}' yields to the necessar}^ re- 
strictions of the school room. 

This physical training can be introduced into the schools, 
without the loss of time from regular studies, for the reason that 
not much time will be required for it, and this can frequently be 
secured by utilizing odd moments in the study halls that are too 
often allowed to pass unimproved, and then the increased energy 
and healthful recreation secured by the pupils will enable them 
to do their other work in less time. 

It can be made the duty of the study hall teachers to conduct 
these exercises. They can easily prepare themselves for it; 
many good books with specific directions on the subject are pub- 
lished. Then the teachers need the beneficial effects as much 
as the pupils do. 

THE JACKSON FREE LIBRARY. 

The public library is a part of our system of public education, 
and while it is not under the control of the public school author- 
ities, it should, and will have our hearty support. 

The public schools and free library are correlative forces for 
the education of the masses. No system of popular education is 
complete without both. 

There is no greater hindrance to the progress of a public school 
than the scarcity of books in the homes of its patrons. The 
young mind naturally craves employment. School text-books 
cannot furnish enough either in variety or quantity. Intellect- 
ual culture comes from reading. The public school, the college 
and the university can only furnish a limited and narrow educa- 
tion, unless the pupils have access to pure, wholesome literature. 
An investigation into the homes of any city will show that at 
least 75 per cent, of them will not average a dozen books to the 
home, and but few of these are suited to the wants and compre- 
hension of the average child. Here is one reason why schools 
do not meet the demands of the times for broad, thorough cul- 
ture. 

Even if the people of any city were able to buy books for their 



12 REPORT OF THE BOARD OF EDUCATION 

children, very few have the time to investigate the merits of the 
thousands of books on the market and make the proper selec- 
tions. So a well selected public library is a necessity in any 
educational system, as well for the wealthy as the poor. 

Children cannot be idle. It is contrary to their nature. Un- 
less pleasant and suitable employment is furnished at home and 
in school, they will seek it upon the streets, and thus become 
subjected to the many temptations and vices there thrown in 
their way. I verily believe that the failure to provide suitable 
reading matter for our boys and girls and to have them cultivate 
early a love for books, have been the causes of more moral de- 
generacy than any other agencies. Then, as a factor in moral 
development, a good public library stands among the most pow- 
erful and effective, both directly by the instruction and train- 
ing gained from books, and indirectly by furnishing the proper 
employment of time. 

The Jackson Free lyibrary will prove of inestimable value in 
the direct work of our schools. It will change our methods of 
teaching in several branches. 

A method of stud}^ that requires investigation, research and 
examination of various authorities by the pupil produces the 
most lasting mental effect, engages his most active interest, and 
furnishes the broadest and most thorough knowledge of a sub- 
ject. Heretofore we could require but ver}' little of this kind of 
study from the fact that at least eighty per cent, of our pupils 
had no reference books in their homes. We have been, restricted 
to text-books qnd such supplementary information as the busy 
teacher could furnish. With a well selected public library, plen- 
tifully supplied with books of reference, a great improvement 
can be made in our methods of teaching. 

As to the value of a public library in the education of the 
masses I need not speak here, further than to say that in no other 
way can the same exp2nditure of money bring greater returns. 

What is our relation as public school authorities to the free 
library board? These two departments of the city government 
are mutually dependent. In many cities this relationship is 
recognized by publishing the reports of the two boards in one 
volume, and by the adoption and enforcement of regulations 
which make the two inter-dependent. 



OF THE CITY OF JACKSON, TENN, 13 

I recommend that we take steps to secure for the pupils of the 
public schools the most liberal use of the free library, and that 
we urge the library trustees to provide books of reference on gen- 
eral knowledge, history, biography, science, nature study, liter- 
ature and liberal arts, suitable for children, and a generous sup- 
ply of reading matter adapted to the wants of children of the 
various school grades. 

Secondly. That the Superintendent and teachers of the City 
Schools be required to co-operate with the Librarian of the Jack- 
son Free Library by recommending to their classes the books 
suited to them, by receiving from their pupils weekly or monthly 
reports on the books read, and by looking after the proper care 
and return of books by pupils. 

Thirdly. That the Superintendent or some Principal of the 
City Schools designated by him, be -required to remain at the 
librarj' building every afternoon for the purpose of assisting pu- 
pils in their work and to aid the Librarian in carrying out the 
library regulations in regard to decorum, handling of books, etc. 

SCHOOL ROOM DECORATION. 

This subject is receiving much attention in all parts of the ed- 
ucational world, and it is agreed that it justly ranks among the 
mpst important now under consideration. There is an aesthetic 
side in education and this must be properly developed. 

Experience shows that children are much easier controlled 
when surroundings are cheerful and pleasant. Then I cannot 
believe that a boy or girl, who has spent the school years of life 
in clean, cheerful, pleasant school rooms, with decorated walls 
and artistic arrangements, will ever be contented with untidy 
homes. School room decoration means brighter homes for the 
next generation. Money spent in making attractive school 
rooms is not wasted but will bring good returns. 

As our school rooms will attest, we have made progress in this 
particular in the Jackson schools, but so far it has been alto- 
gether at the expense of teachers. 

WRITTEN TESTS AND PROMOTIONS. 

In my annual report two 3'ears ago, I recommended that some 



1 I Rl'.l'OK'r Ol' Till'. HOARD Ol" I^l )I'CATION 



changes be made in onr s\skin of L-xaininations and promotions. 
At thai tiiiR- one wcrk was S])ent at the close of each term in 
written examinations. I was instructed by the Board of Ivdnca- 
tion to (h'o]) these examinations and su1)stitute some other plan 
for nieelin,u the ends desired. 

vSome important modilications in the work of testing the abil- 
ity of ])npils and in the system of promotions have been worked 
out. Tlie basis of promotion and the manner of holding written 
tests or examinations have been radically changed. These 
changes have been made after a very careful study of the sub- 
ject, and were carefully and intelligently tested by principals and 
teachers before they were formulated into a fixed rule. The final 
written examinations were dro])])ed, and instead, a system of fre- 
(ineiit short written reviews inaugurated. The arguments in fa- 
vor of the old written examinations were that they measured the 
work of the schools, "straightened up loose work," led to pre- 
cision, gave i)ractice in composition, showed pupils how to study 
for future work, tested pupils' strength in the accjuisition of 
knowledge and mental development, and showed the teacher her 
own weak ])oinls. In tlie new rule we believe we accomplish 
all the useful ends claimed, and at the same time do away with, 
so far as possible, those evils that accompanied the formal final 
written examinations. 

The objects of written tests should be to benefit the pupils di- 
rectly and to show the teacher the deficiencies of the class and 
her own weak points in teaching in time to correct them. The 
final formal written examinations do not accomi)lish these ends, 
from the mere fact that they are y?;/a/. They ma\', to some de- 
gree, test the ac(piisiti<)ns of some pupils, but they are of no aid 
to the teacher or ])ui)il in their work of the term. They do not 
aid the ])upil by showing him how to do his work better, or to 
correct his faults, nor do they reveal to the teacher her weak 
points in time for her to correct them for the benefit of the class. 

The present plan, which reqiiires frequent short written tests, 
usually one hour on Iniday of each week, four subjects a month, 
reveals to the teacher and pupils, during the term, the deficien- 
cies of the work of each in time that they may profit by them, 
and furnishes ecpially as good a basis on which to base, in part, 
the promotion of the pupil. The papers are carefully marked 



Ol'' 'I'lll', Cl'\'\ Ol' JACKSON, 'iMvNN. 15 



and all corrections iiok-d in red ink. TlK-y arc relnrncd to tin- 
])ni)ils and shown lo parents. In this way we secure f()-o])era- 
tion ol parents in our work, and by re(iuirin^ all mistakes to he 
corrected in a class recitation, we attain a dej;ree of thorouj^hne.ss 
that can he had in no other way. The fre(|uent short tests, com- 
ing in i)lace of a recitation, also do awaN' with the worry Ihal 
comes to so many pupils as they pre])are for lormal examinations 
by whieli their work is to be measured and tluMr future lank lo 
be decided. If carried out in the right spirit, tl'e new rules will 
greatly lessen tlie bad results coming from the great nervous 
strain naturally attending long drawn out written examinations. 
Promotions are based upon records made in liu- written tests 
and ui)on the teacher's estimate of the work done by the pupil 
in recitation during the term. We believe that the daily work 
of the pupil should furnish a basis for determining to a great ex- 
tent his ability to do the work of the next grade. Thus a prem- 
ium will be placed upon faithful everyday work. It also gives 
the teacher mcjre freedom in teaching, and rc-moves the temp- 
tation to prepare for the formal set examination. It makes it 
possible for the nervous children that are found in every school 
to do all the work rerpiired without any unnecessary nervous 
strain. 

men SCIIOOI, CKADICS. 

It has been the i)olicy of the l»oard of iCdueation to strengthen 
the ])rimary and elementary grades of the schools by furnishing 
every possible facility for the very best work and to add higher 
grades only as the means at disposal, after this, would allow. 

I believe the time has come when a tenth grade should be 
added to the school course and the eighth, ninth and tenth 
grades declared the High School I)e])artnient. 

TiCAcincKs' Mi<;]',TiN(;s. 

Our usual teachers' meetings have been held. Once a month 
there is a general meeting of the teachers for a study of the school 
system and pedagogical instruction. Then, every month, there 
is a meeting of each grade for the study of the work of that grade 
and s])ecial instruction. The main objects of the grade meet- 



16 KEl'OKT Ol'" THK HOARD OI>^ liDITCATlON 



ings of this year have been to emphasize the need of securing 
more satisfactory results in reading and arithmetic. Probable 
and actual points of failure in these two studies have been dis- 
cussed, and various means of improvement have been suggested. 
The pernicious practice of memorizing an explanation of a pro- 
cess in arithmetic without acquiring power to accomplish that 
process, and other similar faults have received much consider- 
ation. 

Principals' meetings have been held monthly and I have 
found them very helpful to me in many ways. 

TlvACIIKK.S' TKAININC; CI.ASS. 

The training class work has been kept up to the usual standard. 
At the meeting of the Board of Education in May I submitted a 
special report on this work. The wisdom of your action in re- 
quiring that applicants for jjositions in the schools shall have 
special training for the work and become familiar with our sys- 
tem and methods by actually witnessing the work of our best 
teachers from day to day, has been thoroughly proven. 

MOTIIKRS' DAY. 

The 9th and 11th of May were set apart for the celebration of 
Mothers' Day. A]ipropriate exercises were held after the close 
of the regular school work. vSeveral hundred fathers and moth- 
ers visited the schools and witnessed the regular work and exer- 
cises. 

OFFICIAI. \'ISITS. 

The members of the City Council and Board of Jiducation 
made their regular official visits and in.spected the work of the 
schools and the school i)ro})erty. I suggest that hereafter these 
visits be made earlier in the session. 

UNGRADKD SCHOOL ROOMS. 

We should make arrangements for at least one ungraded room 
in each public school of the city. 

Many pupils enter the schools deficient in one or two branches. 
Others, by necessar}- absence, drop behind their classes in some 



OF THE CITV OF JACKSON, Tf;nN. 17 

subjects. These must either go to the grade below or fail to be 
promoted. The ungraded room, where the individual needs of 
such pupils can be looked after until they can enter their classes 
regularly, will keep most of them in .school and be a saving of 
time to the pupil and of money to the city. 

DEATH OF MI.S.S MALLORV. 

Miss Callie P. Mallor}^, teacher of Fourth Grade, College 
Street School, died Feb. 5, 1902. 

In the passing out of this pure, sweet Christian life, Jackson 
lost one of its brightest gems, and the schools one of the best 
teachers ever on our rolls. No words of mine could so truly 
pay tribute to her as that solemn, impressive scene, when the 
announcement of her death was made to the four hundred chil- 
dren in the study hall where she taught. The quiet demeanor, 
the tear-.stained cheeks, and bowed heads told of the pure love 
her unselfish devotion and noble life had instilled in their hearts. 

As a teacher. Miss Mallory was too devoted to her work. Of 
whom el.se can this be said? She gave to it more energy than 
her physical constitution could spare. In her presence the old 
and young felt an in.spiring uplifting. Under the sweet influ- 
ence of her ever present, smiles the poorest child as well as the 
more fortunate loved to linger. She taught because she loved 
to teach, and because she saw in it an opportunity for doing 
good. 

If, in the great beyond, "we are rewarded according to the 
deeds done in the body," surely Miss Mallory 's cup of joy is full 
to overflowing. 

Mi.ss Mallory, with her own means, furnished and ornamented 
her recitation room with attractive and expensive furniture and 
pictures. I am authorized by her father, Hon. E. S. Mallory, 
to present these to the schools and to ask that they be kept to- 
gether in her former room, in memory of his daughter. 

THANK.S. 

To you, gentlemen of the Board of Education, for your most 
generous confidence and help, to our faithful principals and 
teachers for their hearty co-operation, to the papers of Jackson 



18 REPORT OF THE BOARD OP EDUCATION 

for their loyalty to the schools, and to the people of Jackson for 
their cordial support of the schools and the readiness with which 
they have accepted all of my recommendations, I am under last- 
ing obligations. 

Mr. Sam C. Lancaster, the City Engineer, has rendered inval- 
uable services to the schools by supervising the construction of 
new buildings, the addition and improvements to the old build- 
ings and the heating and ventilation machinery. Although very 
busy with the duties of his positions as City Engineer and Sec- 
retary of the Water Works, he has promptly responded to the 
many calls and requests made by the schools, and by his val- 
uable services has saved our expense account a considerable 
amount. I am under obligations to him for the great help he 
has rendered me in the discharge of my duties. 

If the schools of Jackson are not successful it is the fault of 
the Superintendent, for nowhere else is there more unanimity on 
the subject of public schools, or more loyalty to the Superin- 
tendent and teachers. 

Respectfully submitted, 

S. A'. MYNDERS, 

Superintendent. 



OF THE CITY OF JACKSON, TENN. 19 



TO THE MEMORY OF 

mi$$ Callic Parker mallory, 

A TEACHER IN COLLEGE STREET 
SCHOOL. 

Died Teb. 5, 1902. 

J\ true tcacfter. 
J\ nobk Christian. 
Jl cultured woman. 



20 ui;i'()u'r oi' 'imiic hoard (ji- j^duca'i'ion 



SPECIAL REPORT OF SUPERINTENDENT. 

Jackson, Ti'.nn., Oct. 1, 1902. 
To the lioa)d of lidiiialioii , CUy of Jackson , Tcini. 

('. I'.NTi.iCMi'X: — At >'()ur regular meeting in August, I submit- 
li'd my annual ro])()rt and made a number of recommendations, 
all ol which w eie ado])tc(l, and 1 was instinclcd to make the nec- 
essar\- arrangements lor carrying the same into effect. 

1 now rcjiort that >()ur instructions have been oljeyed. The 
;i<lditions to the work ol the schools, as contemplated in that re- 
poit ha\e been nnide, and the departments are in successful op- 
eration. 

'iMie course for the tenth grade \v;is arranged as given in the 
Manual and Course of Study, accompauNing this rejiort. A 
good class returned for this grade and it is doing good work. 
The eighth, ninth and tenth grades were organized as the High 
Sc-hool I )ei)artment. 

Manual training rooms have been provided in the different 
school buildings and the necessary sup]ilies have been purchased. 
'iMie work is i)rogressing in a very satisfactory manner. Classes 
go to these rooms at regular hours for instruction and all pupils 
are recpiired to take the work. The course and work of this de- 
partment will be extended as soon as pupils are read}- for it, and 
the same adx'antages furnished as in the best manual training 
schools. 

Trof. Ileibert Hutchinson has been em])loyed to devote all of 
his time to giving instruction in \'ocal music and sight singing. 
Rooms have been furnished for the jiurpose and all grades go to 
them regularly, as to other recitations. 'iMie course, as arranged 
is, I believe, as thorough as can be found in any ])ublic school 
s\stcm. Pupils show much interest in this work. 

b'or the department of drawing and writing, Miss bjnma A. 
Owens, an experienced teacher of these subjects, was employed 
as supervisor. She organized her classes at the beginning of 
the term and splendid progress is being made. Already we can 



OF THE CITY OK JACKSON, TENN. 21 



sec ini])roveiiieiit in these iiiiportaiit brandies. All grades recite 
to Miss Owens in a room especially arranged for this ])ur])()se. 

The course of exercises in ])hysical culture is being arranged 
and instruction in the same will soon be commenced. 
Very res])eclfully submitted, 

S. A. MYNDIvRvS, 

S/ipcn'ii/ei/dni/. 



OF THE CITY OF JACKSON, TENN. 



23 



TABLE. 

Showing number of pupils enrolled, sex, average daily attend- 
ance, average per cent, of attendance on number belonging by 
grades. 



COLLEGE STREET SCHOOL. 



GRADES. 








< 






'SI 


Females 


"o 
H 


'°^ § 
Co ^_« 

> 

< 


> 
< 


First Grade. . . 


89 
89 


89 
96 


178 
185 


167 
146 


94 


Second Grade 


94 


Third Grade 


89 


89 


178 


160 


891^ 


Fourth Grade. _.,. 


67 


59 


126 


118 


93 


Fifth Grade 


62 


72 


134 


119 


89 


Sixth Grade 


56 


74 


130 


107 


92 


Seventh Grade .. _ 


39 


65 


104 


81 


91 


Eighth Grade 


24 


38 


62 


50 


91 


Ninth Grade 


16 


29 


45 


38 


92 


Total 


532 


. 611 


1142 


986 


93 


Deduct number counted twice 






86 














Total counted once 


1056 











WEST JACKSON SCHOOL. 



First Grade 

Second Grade 

Third Grade 

Fourth Grade 


36 
32 
30 
36 
31 
22 
20 
20 


36 
36 
40 
40 
22 
33 
29 
29 


72 

68 

70. 

76 

53 

55 

49 

49 


56 
40 
56 
61 
42 
52 
43 
42 


95 
95 
97 
96 


Fifth Grade _. 

Sixth Grade 

Seventh Grade 


96 
97 
97 


Eighth Grade 


97 


Total .___. 

Less number counted twice. . 


220 


255 


492 
17 


392 
1378 


96M 










Total counted once ' 


475 
1531 




Total White 






941^. 











24 



REPORT OF THE BOARD OF EDUCATION 



SOUTH JACKSON SCHOOL (COLORED). 



First Grade, __ 
Second Grade. 
Third Grade.- 
Fourth Grade 
Fifth Grade.-.. 
Sixth Grade __ 
Seventh Grade 
Eighth Grade. 
Ninth Grade.. 
Total 



101 


135 


236 


195 


71 


93 


164 


105 


55 


(58 


123 


102 


33 


57 


90 


74 


24 


45 


69 


56 


9 


23 


32 


19 


6 


20 


26 


16 


4 


6 


10 


7 





11 


11 


8 


303 


458 


761 


582 




NORTH JACKSON SCHOOL (COLORED). 




First Grade i 

Second Grade . 

Third Grade 


52 

27 
25 


51 
25 
24 


103 
52 
49 


82 
38 
41 


79 

82 
82 


Total 


104 


lOU 


204 


161 


81 


Total Colored 


407 


558 


965 


743 


86 


Grand Total .. 






2496 


2119 





OF THE CITY OF JACKSON, TENN. 25 



GENERAL STATISTICS 1901=1902. 
lycngth of time taught in days 180 

Scholastic population of the city (1901) 640T 

Scholastic population of district, outside of city 629 

Number of pupils enrolled in City Schools, white • 1531 

" " " " " " " colored 965 

Total enrollment 2496 

Average daily attendance, white 1376 

" " " colored 743 

Total average daily attendance 2119 

Number of teachers, white 29 

" " " colored 12 

Total number of teachers 41 

Average number of pupils of entire enrollment to each teacher-61 

Average number of pupils in attendance to each teacher 51 

Total amount paid during the year for City Schools --$24287. 73 
Actual running expenses, exclusive of improvements, 

etc., $21625.99 

Paid for permanent improvements, City Schools 2511.74 

Paid for furniture and apparatus 713.41 

Average cost of tuition per pupil enrolled, 9 months.- 7.03 

Average cost of incidental expenses and fuel per pupil 

enrolled, 9 months .43 

Salaries of Superintendent and teachers 17743.75 



26 REPORT OF THE BOARD OF EDITCATION 



ROLL OF TEACHERS— 1901=1902. 



College Street School. 

G. R. MCGEE, PRINCIPAL. 

GRAMMAR DEPARTMENT. 

G. R. McGee, Principal and teacher of Latin and Geometry. 
Mrs. C. B. Bell, teacher of English. 

Miss Alice Shapard, teacher of i\merican and. English Historj'. 
Miss Fannie F. Fenner, teacher of Geography' and Physiology. 
Miss Martha Fl-eming, teacher of Algebra and Arithmetic. 
Miss Anna Butler, assistant teacher of English and Arithmetic. 

INTERMEDIATE DEPARTMENT. 

R. L. Bynum, Principal and teacher of Arithmetic in Fifth 
Grade. 

Miss Sophie B. Reid, Assistant Principal and teacher of Fifth 
Grade. 

Miss Mary Douglass Bell, teacher of Fifth Grade. 

Miss Callie P. Maliory, teacher of Fourth Grade. 

Miss Lillie Perkins, teacher of Third Grade. 

Miss Musidora McCorry, teacher of Third Grade. 

Miss Nannie Mai Temple, cadet teacher in Fourth Grade. 

Miss Celeste Bray, cadet teacher in Fourth Grade. 

Miss lona Carter, substitute teacher on regular duty. 

PRIMARY DEPARTMENT. 

Mrs. G. E. O'Connor, Principal. 

Miss Memphis K. Paine, teacher of Second Grade. 

Miss Callie P. Gates, teacher of vSecond Grade. 

Miss Kate Hurt, teacher of First Grade. 

Miss Dais}^ Pigford, teacher of First Grade. 

Miss Lillie Wilie, teacher of First and Third Grades. 



OF THE CITY OF JACKSON, TENN. 



PIANISTS. 

Mrs. C. B. Bell, Grammar Department. 

Miss Lillie Perkins, Intermediate Department. 

Miss Memphis Paine, Primary Department. 

West Jackson School. 

JAS. L. BROOKS, PRINCIPAL. 

GRAMMAR DEPARTMENT. 

Jas. E. Brooks, Principal and teacher of Algebra and Eatin. 
Miss Marianna March, teacher of English and History. 
Miss Walker Fleming, teacher of Geography and Arithmetic. 
Miss Eula Benton, teacher of Fourth and Fifth Grades. 
Miss Maggie Burnell, teacher of Fourth and Fifth Grades. 



^e>i3' 



PRIMARY DEPARTMENT. 

Mrs. L. H. Eeeper, Principal. 
Mrs. Sue N. Richardson, teacher of Third Grade. 
Miss Alice Stockton, teacher of Second Grade. 
Miss Celeste Crook, teacher of First Grade. 

PIANISTS. 

Grammar Department, Miss Eillie Eosier. 
Primar)' Department, Miss Celeste Crook. 

South Jackson School (Colored). 

A. R. MERRY, PRINCIPAL. 

GRAMMAR DEPARTMENT. 

A. R. Merry, Principal and teacher of Eatin and Book-keep- 
ing. 

J. W. Dickerson, Assistant Principal and teacher of Algebra, 
Geometry and Arithmetic. 

Mrs. Eizzie Robinson, teacher of English, Histor}^ and Geog- 
raphy. 

Miss Callie Hutchins, teacher of Fifth Grade. 

Miss Samantha Crook, teacher of Fourth Grade. 



28 KJ'.l'OKT Ol' TIIK BOARD OF KDUCATION 



PRIMARY DEPARTMENT. 

Miss Angie Nicholson, Principal. 

Mrs. Lula Neely, teacher of First Grade. 

Miss Ilee Anderson, teacher of First Grade. 

Mrs. RcKsa Flippin, teacher of Second Grade. 

Miss (lertrude Woolfolk, teacher of Third Grade. 

PIANIvSTS. 

(iramniar Department, Mrs. Li/.zie Robinson. 
Primary Department, Mrs. Rosa F'lippin. 

North Jackson School (Colored). 

Mrs. Lena Trimble, Principal and teacher of First Grade. 
Miss Delia Payne, teacher of Second and Third Grades. 

Engineers. 

College Street School, B. R. Wood. 
West Jackson vSchool, A. C. Anderson. 



OF THE CITY OF JACKSON, TENN. 29 



ASSIGNMENT OF TEACHERS FOR 1902=1903. 

Herbert Hutchinson, vSupervisor of Vocal Music and Voice 
Culture. 

Miss Emma A. Owens, Supervisor of Drawing and Writing. 
Miss Sophie Reid, "| 

Miss Nannie Mai Temple, I ^ • 1 t 4- 4. • tv/t 1 

... . [ Special Instructors m Manual 

Miss Emily Hughes, y ^'^ . . a •\t *. o*. j 

Ti/T Tv/r ' T^ -n J I Training and Nature Study. 

Mrs. Mar)^ E. Bond, '=' 

Oscar A. Smith, J 

College Street School. 

G. R. MCGEE, PRINCIPAL. 

HIGH SCHOOL AND GRAMMAR DEPARTMENTS. 

G. R. McGee, Principal and teacher of Geometry and Physics. 

Mrs. C- B. Bell, teacher of Literature and English. 

Miss Alice Shapard, teacher of History. 

Miss Fannie F. Fenner, teacher of Geography and Physiology. 

Miss Anna Butler, teacher of Latin and English. 

Oscar A. Smith, teacher of Mathematics. 

Miss Lucile Meriwether, substitute on duty as assistant teacher. 

Miss Mary Alexander, substitute on duty as assistant teacher. 

INTERMEDIATE DEPARTMENT. 

R. L- Bynum, Principal and teacher of Arithmetic. 
Miss Sophie B. Reid, Assistant Principal and teacher of Fifth 
Grade. 

Miss Mary Douglass Bell, teacher of Fifth Grade. 

Miss Celeste Bray, teacher of Fourth Grade. 

Miss Nannie Mai Temple, teacher of Fourth Grade. 

Mi.ss Lillie Perkins, teacher of Third Grade. 

Miss lona Carter, teacher of Third Grade. 

Miss Sarah Drake, cadet teacher in Fourth and Fifth Grades.' 



30 REPORT OP' THE 150ARD OE EDUCATION 

PRIMARY DEPARTMENT. 

Mrs. G. E. O'Connor, Principal. 

Miss Callie P. Gates, teacher of Second Grade. 

Miss Emily Hughes, teacher of Second Grade. 

Miss Kate Hurt, teacher of First Grade. 

Miss Daisy Pigford, teacher of First Grade. 

Miss Eillie Wilie, teacher of First and Third Grades. 

Miss May Branner, cadet teacher in Second and Fourth Grades. 

PIANISTS. 

Mrs. C. B. Bell, Grammar Department. 

Miss Eillie Perkins, Intermediate Department. 

Miss Emily Hughes, Primary Department. 

West Jackson School. 

jAvS. L. HROOKS, PRINCIPAE. 

GRAMMAR DEPARTMENT. 

Jas. L- Brooks, Principal and teacher of Eatin. 

Miss Marianna March, teacher of English and History. 

Miss Walker Fleming, teacher of Geography and Arithmetic. 

Miss Lula Benton, teacher of Fourth and Fifth Grades. 

Miss Maffgfie Burnell, teacher of Fourth and Fifth Grades. 



"■af^' 



PRIMARY DEPARTMENT. 

Mrs. E. H. Deeper, Principal. 

Mrs. Sue N. Richardson, teacher of Third Grade. 

Miss Alice Stockton, teacher of Second Grade. 

Mrs. Eugene Hall, teacher of First Grade. 

Mrs. Mary Eliza Bond, cadet teacher in First Grade. 

PIANISTS. 

Miss Eucile Hunt, Grammar Department. 
Mrs. Mary E. Bond, Primary Department. 

Engineers. 

B. R. Wood, College Street School. 
A. C. Anderson, West Jackson School. 



OF THE CITY OF JACKSON, TENN. 31 

South Jackson School (Colored). 

A. R. MERRY, PRINCIPAL. 

GRAMMAR DEPARTMENT. 

A. R. Merry, Principal and teacher of Latin. 

J. W. Dickerson, Assistant Principal and teacher of Algebra, 
Arithmetic and Geometry. 

Mrs. Eizzie Robinson, teacher of Language, Geography and 
History. 

Miss Callie Hutchins, teacher of Fifth Grade. 

Miss Samantha Crook, teacher of Fourth Grade. 

PRIMARY DEPARTMENT. 

Miss Angle Nicholson, Principal. 
Miss Gertrude Woolfolk, teacher of Third Grade. 
Mrs. Rosa Flippin, teacher of Second Grade. 
Miss Ilee Anderson, teacher of First Grade. 
Mrs. Eula Neely, teacher of First Grade. 

PIANISTvS. 

Mrs. Lizzie Robinson, Grammar Department. 
Mrs. Rosa Flippin, Primary Department. 

North Jackson School (Colored). 

Mrs. Helena Trimble, Principal and teacher of First Grade. 

Miss Delia Payne, teacher of Second Grade. 

C. R. Neely, teacher of Third and Fourth Grades. 



32 REPORT OF THE BOARD OF EDUCATION 



JACKSON, TENNESSEE. 



[Prepared at the request of the Board of Education by T. H. Arnold, Secretary of the 
Commercial Club of Jackson.] 

Jackson is located in " the happy medium," between the ex- 
treme heat of the far South and the cold of the North. The climate 
is mild and equable — the temperature rarely reaching above 90 
in the summer or going to zero in the winter. Vegetation is 
green almost the year around, and stock find feed on the pas- 
tures and ranges even during most winters. 

It has three great trunk lines of railroad — the Illinois Central, 
Mobile & Ohio, and the Nashville, Chattanooga & St. Louis 
Railway — reaching out in every direction and putting the citj' 
in close and quick communication with the principal centers and 
markets of the world. 

It has 50 factories and diversified industries, all of which are 
prosperous and remunerative. Labor, both white and black, is 
plentiful and reliable, and wages are reasonable. 

The city has a population of 20,000, having almost doubled 
within the past ten years. It has electric street cars, electric 
lights, a summer theater, a beautiful opera house, four newspa- 
pers, a free library, public parks, and, in fact, everything usu- 
ally found in cities of metropolitan proportions. The citj^ owns 
its own water works and electric lighting plant, and is governed 
by a set of most progressive, but conservative and careful officials. 

A particular pride of Jackson is its educational facilities, which 
cannot be surpassed anywhere. Besides having the Southwest- 
ern Baptist University and the Memphis Conference Female In- 
stitute — both institutions of the highest class and with almost 
world-wide reputations — it has Lane College, a superior institu- 
tion of learning exclusiveh^ for colored people, and as fine a sys- 
tem of public schools as can be found in America. 

Jackson markets annualh^ about 40,000 bales of cotton, and is 



OF THE CITY OF JACKSON, TENN. 33 

surrounded by excellent lands for farming, truck gardening and 
raising of small fruits. The farmers are thrift}- and prosperous. 
Excellent farming lands can be had at from $12 to $20 per acre. 
There is an excellent market here for all classes of vegetables 
and fruit. 

Jackson is a city of beautiful homes and with a whole-souled, 
hospitable. Christian communit)-. It has handsome churches of 
all denominations, and crime is almost an unknown quantit}-. 
Its merchants and business men are substantial and progressive, 
and its business houses present an appearance more like large 
city stores than aught else. It has five banks, with a combined 
capital of $375,000. It is the county seat and the place of hold- 
ing of the State Courts, the United States Courts and the State 
Supreme Court. It has fourteen miles of sanitary sewerage, 
nine miles of graveled streets, and magnificent water works, 
drawing its supply from artesian wells, which furnish what is 
pronounced b}' competent analytical chemists to be as pure as 
any water in the world. 

It has a Commercial Club, an entirely voluntar}' organization, 
made up of the business and professional men who take pride in 
building up and promoting the interests of the city and of the 
people, and which will gladly furnish, gratuitously, any infor- 
mation concerning Jackson or Madison county. 



OP THK CITY OK JACKSON, TKNN. 35 



JACKSON FREE LIBRARY. 



Board of Trustees. 

F. B. FISHKR, Pkksidknt. 
J. M. SIMMONS, Vice President. 
R. F. SPRAOINS, Secretary. 
HU. C. ANDERSON, Treasurer. 
DR. A. McCOY. 

MISS EMMA PAULINE COEEINS, Eihrarian. 
W. F. BROWN, Custodian. 



Report of President of Board of Trustees. 

For many years Jackson has had a free library on a small scale, 
due mainly to the public spirit of Mr. L. J. Brooks and others. 
It was entirely dependent upon private donations, had no regu- 
lar money income, hence was limited in the advantages it of- 
fered the public. The books collected were well selected and it 
is expected they will be placed in the new library building, un- 
der the control of its Trustees, and some designation made that 
will continue to honor those who laid the foundation and started 
a public sentiment for a free public library in this city. 

As Jackson grew to larger proportions the necessity of modern 
library advantages to keep pace with our schools and literary so- 
cieties was apparent and the Rev. M. A. Matthews, then pastor 
of the P'irst Presbyterian Church, of this city, took the matter up 
with Mr. Andrew Carnegie, the philanthropist, who agreed to 



36 kivroRT oi" Tin-; hoard op 1';i)UCATion 



tj;ive $30, ()(){) to l)e used in the erection of a library building if 
the city would furnish the site for the l)uilding" and appropriate 
annually ten per centum of the amount of his gift to be used in 
stocking the building with books and in the maintenance of the 
property. .The city accepted the generous offer of Mr. Carnegie 
and selected as a site the beautiful, well located lot on the cor- 
ner of Church and College streets. The City Council appointed 
as a building committee Mayor Hu. C. Anderson, and Messrs. 
John Cockrill, M. II. Taylor, George Manuel and Thomas Tate; 
Mr. Tate, on retiring from the Hoard, was succeeded by Mr. A. 
Hcnsinger. Mr. Sam C. Lancaster was selected secretary to the 
committee and general superintendent of construction. The 
drawings and plans of biTilding submitted by Brown tS: Brown, 
of Nashville, were chosen b\- the building committee and the 
construction was let under competitive bidding to .Messrs. Par- 
ish Brothers, of this city. 

The work of excavation and laying the foundation was begun 
early in 1901 and on Sept. 11, 1901, the corner stone was laid 
with impressive ceremonies in the presence of a large attendance 
of our citizens. Gov. Benton McMillin and Judge E. vS. Ham- 
mond were the principal speakers for the occasion. The build- 
ing was not finally ccnnpleted until November, 1902. The build- 
ing is t)f massive construction along the lines of classical archi- 
tecture and presents a beautiful appearance. Internally it is ar- 
ranged according to modern ideas of public libraries and is a 
gem of beauty and convenience. 

In March, 1902, the City Council elected Hu. C Anderson, 
R. K. Spragins, J. M. Simmons. Dr. A. McCoy, and F. B. 
iMshcr, Trustees. Soon thereafter these gentlemen met and or- 
ganized by electing F. B. Fisher, President: J. ISI. Simmons, 
Vice-President; R. F. Spragins, Secretary; and Hon. Hu. C. 
Anderson, Treasurer. Later the Board of Trustees elected Miss 
Knima Pauline Collins, Librarian, and Mr. W. V. Brown, Cus- 
todian. 

The Trustees ha\e already placed large orders for books and 
just as soon as possible the building will be opened to the public. 
It is the purpose and intention of the Trustees to make this a 
tree public library in fact and not in name only. The open 
shelf system will be ailopted and no restrictions will be jilaced 



OF THH CI'PV Ol" JACKSON, T1';nN. 37 



upon the patrons only such as may be absolutely necessary for 
the protection of the property and the books. It is especially in- 
tended to work in connection with the sui)erintendent and teach- 
ers of the Public Schools to make the library an adjunct of the 
City Schools so that a taste for <^ood reading may be cultivated 
among the younger people of the city, and the Juvenile Depart- 
ment will be one of the most complete in the library. A special 
room is set apart for the children and sjiecially furnished for 
their convenience. 

The Trustees invite the whole people of Jackson to become 
patrons of the library. They will find everything absolutely 
free and each will receive proper and courteous attention from 
Miss Collins, the accomplished Librarian. This \'^ your library 
and it is your privilege and duty to use it and encourage your 
children tD use it. 

Very respectfully, 

V. B. FISHER, 
/''resident Board of 'jy^istccs. 



OF THE CITY OK JACKSON, TENN. 39 



GENERAL SUGGESTIONS TO TEACHERS. 



Teach pupils how to study. Too much attention cannot 
be given to this important direction. The mind of the child 
grows by its own exercise. It must be properly exercised, and 
the various branches of study in the school course are to furnish 
most of the material for this exercise. Children do much of 
their studying in a haphazard way, and in their misguided ef- 
forts to master a subject, they waste energy and acquire a dis- 
taste for school and school work. Teachers should direct the 
study of pupils. It is more important than hearing recitations. 
Proper study is a great art, and its mastery or failure to master 
it, is fraught with momentous consequences to the pupil. Right 
beginning may lead to conscious power a^id mastery, while un- 
directed efforts may lead to weariness and defeat. Time should 
be taken to explain to pupils as a class and individually, how 
each kind of a lesson can be most advantageously prepared. 
This instruction should be given systematically and whenever 
a new phase of a subject is introduced. The teacher who care- 
fully directs the pupil's work of preparation, will awaken the in- 
terest of the pupil in his studies, and produce in him a desire to 
continue his school work as long as possible. 

Teachers should carefully prepare each lesson before attempt- 
ing to hear the recitation. No two classes require just the same 
management or the same instruction. Prepare to teach a par- 
ticular lesson to the class you now have. 

Remember that much of the success of the next recitation will 
depend upon the proper a.ssignment of the lesson. Take time 
to do this well. Arouse interest in the lesson by a brief conver- 
sation about the subject and related matter. Dismiss the class 
with a definite idea of ivhat they are to do, hoiv they are to do it, 
and with an intense interest in the lesson. 

All blackboard work should be neat, accurate, systematically 



10 Kl'l'Ok'r Ol' Till'; HOARD Ol' ICDl'CATION 



arranged, and well executed. System, accuracy and neatness 
without stiffness should characterize all school-room work. 

Do not tell a child what you can guide him to discover for 
himself, but do not hesitate to tell him what cannot be discov- 
ered. 

Re(iuire pupils to give facts first and the inference afterwards. 

The best time to teach a thing is when the child needs to 
know it. 

(Questions should be addressed to the whole class, and every 
pui)il expected to answer, one audibly, the remainder mentally. 
Select the pupil to answer audibly after asking the (juestion. 
Do not question the jiupils in the order in which they are seated 
nor from an alphabetical list. 

Questions shouUl be in the language of the teacher, not in the 
language of the book. yuestions should not allow a choice of 
answers nor suggest the answer b}' contrast. The answer should 
not be indicated by inflection, emphasis, tone of voice, expres- 
sion of face, motion of lips or in any other way. 

Kach ([uestion should require a distinct intellectual effort, and 
each answer should be the thoughtful result of the pupil's own 
work. 

In Di.scii'ijNi'; i?i<; natukaIv .vnd kkasonahmc, hut positive. 
Remember that a fretful, petulant teacher will preside over a 
restless, indolent school. I'he teacher who governs with threat 
and rod commands a room that only awaits opportunity for re- 
volt. But the self-governing principle when administered by a 
master spirit, produces the school where we love to linger and 
where all that is beautiful in child nature unfolds and develops 
in the normal atmosphere of mutual sympathy and reciprocal af- 
fection. 

Teachers are required to give very careful and thoughtful con- 
sideration to the following cla.ssification and make their methods 
conform to the general principles and i)urposes set forth. 

CLASSIFICATION OK STITDIICS. 

The studies of our school course may not ina]-)propriately be 
divided into the following classes: 

1. Instrumental, or those that are pursued not for their own 



OF THK CITY OF JACKSON, TKNN. 41 



intrinsic value, but as a means to the acquisition of other learn- 
iiij^. Readint^, Spelling and Writing belong to this class. A 
pupil must be reasonably proficient in these before other studies 
can be successfully pursued. Hence their great importance and 
their universal recognition as the basis or foundation of all scho- 
lastic attainments. 

2. Informational, or those studies whose chief value lies in 
the useful information they impart. History, Geography and 
all Physical Sciences belong to this class. They make us ac- 
quainted with the world and its inhabitants and products ; with 
the laws of nature and the life of mankind. 

3. Disciplinary and Cultural. To this group belong Mathe- 
matics, Languages and all that we call Literature. They sh(nild 
sharpen perception, stimulate reason, strengthen judgment, re- 
veal beauty and cultivate taste. These studies compose the 
great bulk of college work, but are taught in elementary form in 
our Public Schools and are of inestimable value. 

4. Let it be distinctly remembered that the above classifica- 
tion is only comparative. A cultural study has informational 
value, a disciplinary study has instrumental value, and so on. 
There is no hard and fast line separating the classes; each, at 
some point, merges into another, and the characteristics given 
them in this classsification are only their ])rcdominant ones. 

READING. 

1. Correct reading is the most important attainment any 
child ever makes in his school life. The sooner a ])U])iI acquires 
facility and accuracy in reading, the more rapid and assured will 
be his success in every line of study. Therefore give this sub- 
ject the earnest attention its importance demands. 

2. There are two purposes to be attained in correct reading. 
First, to learn how to think the thoughts of other people by look- 
ing at the arbitrary characters printed in a book, to interpret the 
printed or written page. vSecond, to express the thought thus 
gained so that others may understand it as the reader under- 
.stands it. 

The first is wdiolly a mental process; the second is both mental 
and mechanical. A ])U])il has not learned to read at all until he 



42 REPORT OF THE BOARD OF EDUCATION 



can readih^ interpret (within the limits of his vocabularjO the 
page placed before him, and then express clearly the ideas ob- 
tained. 

3. It will be readily seen from Paragraph 2 that only a good 
silent reader can become a good oral reader. There mnst be 
clean thought in the child's mind before clear expression can 
come from the tongue. 

In primary reading the mechanics of learning how to asso- 
ciate the arbitrary symbols of our alphabet with thoughts de- 
mands all of the teacher's skill and ingenuity for the first half 
term, but the dominant and constant guide of the teacher must 
be, first, the thought, then the expression. 

SPELLING. 

1. In the teaching of spelling there must be two purpo.ses 
clearly in view. First, to write correctly. Second, to pro- 
nounce correctly. 

The disciplinary value of spelling lies in the rigid and exact 
training that it gives in observation and memory. 

2. Both written and oral spelling must be learned, as both 
are invaluable ^o people who can hear. The most unerring 
spellers are the educated deaf mutes. Having never heard a 
sound they are never mislead by sounds. Hare and hair have 
no more association in their minds than the word antelope and 
handkerchief. This fact presents the thoughtful teacher a sub- 
ject for careful study. 

3. Our ability to spell correctly depends upon the accuracy 
of our observation and the clearness of our mental image of the 
word to be spelled. A written word is an object appealing to the 
sense of sight. If it be reproduced in writing it is again an ob- 
ject appealing to the same sense. Written spelling appeals 

chiefly to the child's presentative faculties, the strongest of early 
life. Oral spelling requires, much more than written, the use 
of representative powers which are comparatively feeble in child- 
hood. Written spelling may be profitably used, and repeated 
again and again wherever errors occur, through the whole school 
course. Oral spelling should be very sparingly taught in the 
first year of school life and increased year after year as the pupil 
advances. 



OF THE CITY OF JACKSON, TENN. 43 

Every lesson should be a spelling lesson if it contains any 
word that the pupil cannot write correctly. Spelling should be 
taught in the lower grades that the pupils may acquire the habit 
of noticing and remembering the orthography of all words met 
with in their reading. The habit being assured correct spelling 
is assured. Pupils will be made good spellers only when held 
responsible for the spelling of every word which they use in their 
school work. The teacher must call attention to all misspelled 
words in the pupil's work and see that they are corrected. 
Teaching spelling requires persistent, faithful work on the part 
of the teacher. 

GEOGRAPHY. 

1. The field of geographical study is world-wide and, in some 
sense, includes all physical science. It is in some respects the 
simplest and most evident and in others the most complex and 
comprehensive of nature studies. While it is studied chiefly for 
the sake of information, its teachings afford peculiar advantages 
for training observation, memory, imagination and reason. The 
character of work to be done at any point must be determined by 
the maturity and intelligence of the pupil. 

2. The purposes of geographical teaching ma}- be briefly 
stated as follows: 

(a) To give the pupils certain facts to be kept in memory. 

(/') To show the relations which different parts of the earth 
bear to each other and how all combine to make a system. 

(r) To make clear the relation of the facts of Geography to 
the life and occupations of man. 

(d) To cultivate a taste for research and investigation. 

This is by no means a//, but it is a brief outline including, in 
general statements, the most important purposes. 

3. A large amount of memory work must be done, and thor- 
oughly done, but discreetly. As a bare fact, the locations of 
Cape Charles and Cape Henry are matters of little importance. 
But when it is remembered that the entrance to Chesapeake Bay 
is the gate-way through which passed the first English settlers 
of America, that through this same gate is the entrance to the 
Capital of the United States, its great nav}^ 3'ard at Norfolk, its 



II klM'OKI" Ol" rill'; liOAKI) Ol' I'lDUCA'PION 

ii;i\al acadt-MUN- al Annapolis and its tosliiii; ranges on the Poto- 
mac; thai between these two eapes lolls the i^reat tide ol loreit^u 
eoinmeiee to and trom Ilarrishuij;, HaUiniore. W^ishinglon, 
Riehniond, Norh)lk and Potershni\i;. When all of this is remeni- 
heied the t'xaet location ol these two capes becomes a matter of 
j^ieat importance — soniethinj; that must be learned and remem- 
bered. Decide what is important and have this thoroughly 
memori/ed. Waste no time on unimportant details. 

I'livsioi.or.v. 

In riiysiologN-, as in other branches of nature stutlw the teach- 
inj; should be based, as far as possible, on the object, and the 
text-book be made secondary. Infornuitiou that is rareh' ob- 
tained outside ol school is the pinpose. 'iMie proper care of the 
body ami the formation oi i;t)od habits slu)uld be constantly be- 
fore the teacher's mind while i^iving- a lesson on Phxsiology to 
an\- class of pupils. Hygienic and ph\sioloi;ical themes should 
of course be most prominent. vSiuue teaching of Anatomy is 
necessary, but no time or strength shouhl be wasted on anatom- 
ical details that ha\e no value except as part of the professional 
knowledge ol a siugciui. 

iiisroKV. 

1. ()ne who does no[ kiu>w the histor\- of the past cannot 
cle,u"l\- understand llu ciMiditicuis of the present. The laws, 
customs, manners ami habits ol the jieople cW to-da>' are seriously 
affected by those of the people of two thousand years ago. The 
Ctnle of Justinian lives in the laws ol Tennessee. A thousand 
years ago owv tierce v^axcui and Norma u ancestors lilted their 
vi.sors when lhe\- came anuuig frieiuls: to-da\- we lift our hats 
when we meet our friends. Most of our custiuns refer to the 
past. 

2. Need anything nuue be said to conscientious teachers of 
the importance of historical study, or of llie zeal atul energy that 
should be displayed in teaching this subject? 

The lollowiag general puiposes slunild be kept in \iew in all 
school work : 

First, [o acquaint the puj>il with the important tacts and char- 
acters of historv — MenuMV Work. 



(>]■ 'nil', CITY OI' JACKSON, TI'.NN. 4 S 



vSecond, to trace the eoniiection <>i c'liisi- and cllcct in llic fads 
that liave heeii learned — Kcasoniii^ or I'liil()sr)i)hi(al Work. 

'JMiird, bring ont preeminently tlie great characters w^rtiiy of 
imitation, develo]) patriotism, teach tlie elementary facts of civ- 
ics, and pre])are for gocxl cili/.enshi])— Jvmotional or-| nia;.',inati\'e 
Work. 

l'"ourth, reacli he>ond the spccilic hook in hand and ( ulti\ate 
a taste ff^r historiciil reading — Cnltnral Work. 

,]. Use maps freely and correlate the facts oi (".cograjdiy and 
History. 

See that dates and events are firmly cf^nnccted, ;ind thai only 
important ones are memcjrized. 

In ])hilf)SO])hical work have freipK-nt recitations with r;pen 
books and texts of different authfers. Pictures, relics, p(K-ms, 
story bocjks, anecdotes, and tales of travel and adventure are 
valuable aids in the teaching of History. Use them freely, but 
remember tliat they cannot supply the jilace oi a good historical 
text. 

./XKITHMI'/riC. 

()i Arithmetic it may be safely affirmed that more time is s]jent 
on it, and more energy wasted in teacliing it, than any other sub- 
ject in the school ccjurse, with tin- possible exception of J, an 
guage or Orammar. 

'i*he great trouble with a majority oi teachers seems to b(; that 
they do not know exactly what they wish to acc(jmplish. Math- 
ematics is an absolute and exact science. Only positive and ex- 
act jnirposes and results are worth anything at all. 

I'irst, determine precisely what is necessary to be done, then 
do it. Whether it takes a day, a week, a month or a wh<de term 
is not to be considered. The importance of the subject demands 
both time and labf>r. Only exact and j^ositive results can be ac- 
cepted. Adhere strictly to concrete (jr object teaching, grad- 
ually introducing the figures as symbols of the numbers, until 
numbers and their combinations and divisions are understood ; 
then drill, drill, drill, until automatic accuracy is secured in the 
use of the symbols or Arabic figures. If this be thoroughly done, 
irom grade to grade, the use of other symbols in advanced Mathe- 
matics will come easily enough. 



•16 kl'l'OUT Ol' 'IMII': lioAKl) Ol' I'Dl'CA'lMON 

i,.\Nc.rA(;i';. 

'IMk- main purpose- ol laiimi:ii;c Icacliiiii; in the lower j;raclcs of 
our l*ul)lic' Schools is to secure facility and jjurity in the use of 
linj^lish. In the upper grades there is the additional jnirpose of 
leading the pupils lo recognize and ap])reciate good literature. 
Onl>' a few general hints will he gix'en here as s])ecillc outlines 
will he given for each grade. 

1. h'xpression demands a thought to be expressed. In early 
life the most prolific source of ideas is observation. The teacher 
should slimulale observation as a part of the language lesson, 
not as simpl\' an acc~essor\- to it. 

1. ()l)jecls and pictures should be used as a basis for ques- 
tions b\' the teaclu-r. Uuestioniug children about objects out of 
the range of their obserx'aliou and in which they feel no interest 
is waste of time. 

.•?. Cou\'ersalio|i must prec^'de writing. Only by oral drill 
can \-oung children learn to use any language, and only !)>• this 
method do we learn the ])rinciples of agreement autl catch the 
true spirit of the Ivnglish idiom. 

I. .\s a means of teaching lluency, children should be re- 
(juired to express themseh'es in complete sentences, and in sen- 
tences connected in thought. 

.S. Corrections should be made (|uiell\' and kindlw Other- 
wise the children will cease to express themsehes freel\-, and the 
teachei-'s oi)portunily will have vanished. 

INH'SIC. 

Psychologists tell us that ever\' art passes through three 
stages: the vital, the mental, and the emotive. This theory nmy 
be exemplified in painting, scul])ture, music, and oratory. The 
same is true of the great art of education. The \-ital peiMod was 
the time of the three R's, the year.'i when the schools ga\e oidy 
that sort of a curriculum necessary to making a living. The 
mental ])eriod saw the course of study eidarged until it embraced 
sluilies that were purely mental and which had no direct con- 
nection with the struggle of the masses for subsistence, such as 
Higher Mathematics. Hut we are at the glorious dawn of the 
l{moti\e ])erio(l, when recognition is being accorded to the liner 



OF THE CITY OF JACKSON, TENN. 47 

arts, in which the Nouth will learn of that wondrous goddess, 
Beauty, whose form one may see and hear everywhere and in 
all things. 

We are learning that in each individual life are exactly the 
same divisions as in the history of the arts. For the first years 
are vital, the child reasoning little and having but a small 
amount of emotion, but being deeply engrossed in his physical be- 
ing, its surroundings, and the pleasure and pain of its little body. 
The ignorant grown person is aj^t to be found in this state. But 
the youth learns to reason about things and here enters the men- 
tal period, in which logic holds absolute sway. Our school sys- 
tems have been leaving its students at this point ; and hence 
most adults have- their development arrested for many, many 
years and do not get out of abstruse mentality until middle life 
arrives. A few are relieved onl}' by death. But to the normal 
man there comes a time when Reason loses her high position and 
Emotion takes the throne ; the former is prime minister, but the 
latter is queen. And then, and not till then, is he ready to live 
nobly. The study of music in earlier years gives the emotions 
their proper exercise and develops the side neglected by purely 
mental sciences. The 3-oung people of Jackson should, and I 
firmly believe, will, conie to maturity with mellower, richer, 
nobler natures because of their training in the glorious art of 
song. 

In making music a part of a public school course of study, it 
is not the object to turn out a host of professional musicians, no 
more so than to educate everyone to be physicians because 
Physiology and Hygiene are part of the curriculums, or to pro- 
duce great literary lights on account of the time given to Eng- 
lish. The second subject teaches the children how to preserve 
their health ; the third, to understand the books and papers of 
the day ; and the first enables them to preserve their voices, to 
read the works of composers, ancient and modern, to take their 
part in the songs of home and church, and society, and to appre- 
ciate fully the music others may produce. 

No matter how many private lessons the children may be for- 
tunate enough to take, the concerted, exacting drill of the school 
room will Vje extremely beneficial to them. Rhythm, tempo, 
sight-reading, the stories of the great musicians and their pro- 



48 REPORT OF THE HOARD OF EDUCATION 

ductions, ear training, and musicianliness in general may be 
taught more effectuall}^ in class than in private lessons. Hence, 
the teacher of individual pupils is relieved of much drudgery be- 
cause his students come well prepared in the elements of music; 
and at the. same time the parent is relieved of a considerable ex- 
pense. 

We proceed most easily from the known to the unknown. In 
beginning any new study it is of great advantage to place it upon 
a foundation of ideas that are quite familiar to the student. The 
car is most easily drawn upon a track; all of us think most rap- 
idlv when in an habitual mental path. Hence those teachers 
will be most successful in their musical instruction who the most 
completely fit the subject in hand to the general course of study. 
In the primar}' department it is most profitable to correlate with 
nature study; in the intermediate grades, to connect with Geog- 
raphy and History; in the Grammar school, to join hands with 
Literature. In the High School alone — and there only after 
thorough preparation in the lower grades — can we teach music 
as an entirely independent art and science with its own manners 
and customs, ancient and honorable traditions, and a long, glo- 
rious history that extends from the dawn of time down to the 
present, and will continue through the aeons of time yet to come 
until eternit}' itself comes to an end. 

A vast amount of training is needed to make the American 
people good listeners. The prevalent habit of whispering and 
looking about, or even of loud talking and boisterous laughing 
during any sort of musical performance can not be criticised too 
severely. It not onh^ prevents the thoughtless ones from enjoy- 
ing the music themselves, but diverts the attention of those who 
would otherwise be deeply interested and renders the performer 
incapable of giving his best work. 

Our men and women must not only be decorous, but must be 
taught the meaning of the highest forms of composition before they 
can fully enjoy them. Over half our best music has no tune, 
but if the audience is shown the object of the composer, the most 
complicated symphony becomes a source of exquisite delight. 

It is easy to train the children to be perfectly courteous to all 
soloists and at the same time to relish the best works of our 
greatest tone poets. The hope of the cause of true music in 



OF THE CITY OF JACKSON, TENN. 49 

America is in the proper training of her youth. To aid in this 
work the Supervisor will occasionally arrange a lecture recital 
to be given in place of the regular lesson. 

Music is as truly a part of the curriculum of our City Schools 
as is History or Grammar. Hence all students are required to 
stand an examination before passing with their class to the next 
higher grade. The work has been very carefully graded so that 
the average student, the one who begins with no knowledge of 
music, and who has the assistance of no private teacher, may find 
each 3^ear's task comparatively easy. 

"Give us therefore, oh! give us the man who sings at his 
work! He will do more in the same time — he will do it better — 
he will persevere longer. One is scarcely sensible of fatigue 
whilst he marches to music. The very stars are said to make 
harmony as they revolve in their spheres. Wondrous is the 
.strength of cheerfulness, altogether past calculation in its power 
of endurance. Efforts to be permanently useful, must be uni- 
formly joyous — a spirit all sunshine, graceful from very glad- 
ness, beautiful because bright." — Carlyle. 

NATURE STUDY. 

Nature Stud}' in its most practical form is the study of the 
phenomena of nature about us. When carried on in the right 
manner it is of great benefit to the pupil. It places him on fa- 
miliar terms with the workings of nature; he is no stranger to the 
sciences when he enters the elements of those studies in the 
Grammar and High Schools. 

Much of the so-called nature study, in which things in nature 
are given life and made to speak, is more harmful than bene- 
ficial. The result sought for is lost in the eager search for the 
pleasing in the stories. It is better to take up a few natural ob- 
jects and study them than it is to read so many stories of the 
wonderful doings of something in nature. If you are going to 
teach fables, teach them as such and not as Nature Study. 

The careful observation of the growth of a plant in the window 
garden will be of far greater benefit than three or four stories of 
how the plant grew; the sight of some squash and other seeds 
getting up out of the ground will make a more lasting impres- 
sion on the child's mind than stories will. Thus vou have the 



50 RKPORT OK THK BOARD OF KDUCATION 

idea. Have practical everyday observations that the children 
are ajjle to make for themselves, and then occasionally you can 
weave in a short story. 

PHVSICvS. 

A thorough and exhaustive study of Ph^'sics in one term of 
our Public Schools is, of course, impossible, but of many of its 
elementary facts and principles sufficient knowledge may be 
gained to be of great value in any walk of life or in any after 
course of study. 

In teaching this subject, without special apparatus, improvised 
methods of experiment are highly recommended; but it must be 
rememl:)ered that the experience of others is worth something, 
and that all knowledge is not necessarily "first hand." The 
statements of good autliorities may be accepted as correct with- 
out stopping to demonstrate each one. It is only by the present 
inheriting from the past that the sum of human knowledge can 
be increased. 

Teach carefully and thoroughly: 

1. General and specific properties of bodies, ilustrating with 
any common objects, as, a few marbles, a few corks, pieces of 
whalebone, bits of rubber, or anything that may be convenient. 

2. Difference between physical and chemical changes of mat- 
ter; illustrate by cutting into several forms a piece of wood and 
burning a similar piece. 

3. vSimple machines or the mechanical powers; these can be 
easily improvised, or examples of them may be found in nearly 
every home. 

4. Pressure of liquids and gasses; numbers of illustrations 
may be drawn from the experience or observations of the pupils. 

The phenomena and theory of universal gravitation, the laws 
of Optics, Magnetism, Electricity, theories of heat and of trans- 
mutation of forces are subjects upon which the pupil had better 
be instructed by the leading authorities on these subjects rather 
than by crude and hurried experiments. 

In all teaching of this subject have the two-fold purpose: to 
impart correct knowledge and to arouse the .spirit of investiga- 
tion. 



OF THK CITY OF JACKSON, TENN. 51 

LATIN. 

As about fifty per cent, of our English words are of Latin ori- 
gin, no argument is needed to establish the importance of the 
study. Its teaching demands care, patience and judgment. Its 
results should be an enlarged vocabulary, improved power of 
analysis, clearer perception of thought, greater facility in ex- 
pression, and more cultivated taste in composition. 

The most important work of the teacher who instructs a class 
of beginners is " drill." Not continuously on the same word or 
the same forms, but always to the same end in a variety of ways; 
but "drill, drill, drill" until declensions and conjugations are 
so thoroughly learned that they cannot be forgotten. 

As new words and their definitions are learned, notice espe- 
cially those from which English words are derived. 

As inflections are learned put each case, mode or tense to 
practical use in translating Latin into English and English into 
Latin. 

As it is not expected that the pupil shall learn to speak the 
language, make the correct analysis of the sentence the basis of 
translation. Much written work should be done and absolute 
accuracy should be the constant aim in all exercises. 

GEOMETRY. 

One of the greatest difficulties confronting a beginner in Ge- 
ometry is the sudden transition from the mechanical processes 
and symbolic work of Arithmetic and Algebra to the comparative 
abstractions of deductive reasoning as used in Geometry. The 
teacher must be in sympathy with the pupil's mental condition, 
must realize that to him the quantities seem very indefinite, the 
definitions far from distinct, ayd the processes decidedly myste- 
rious. 

Take up the geometric magnitudes, point, line, surface, solid 
and angle, dwell upon these, illustrating with abundant con- 
structive work until they are understood. Next, take up right 
angles, acute angles, obtuse angles and complements and sup- 
plements of angles. Introduce the circle and show how and 
why angles are designated by degrees of a circumference. After 
these have been thoroughly learned the pupil will be ready for' 



52 KIU'OkT OK TIIR; board Ol' I'CDUCATION 



Proposition IV, Book I, of Wentworth's Geometry. This prop- 
osition requires chiefly the use of inequations and the axioms 
used in Aljz^ebra. With these the pupil is supposed to be already 
well ac(iuainted, and it is a well recognized pedagogical principle 
to use what the ])Ui)il knows to lead him to learn what he does 
not know. Recpiire the work to be neatly written and drawn in 
the following order: 

1. The theorem. 

2. The construction. 

^. The statement of what is to be proved. 

1. The demonstration. 

It will be seen that the introduction to the study here recom- 
mended does not follow the usual order of our text-books, but it 
gives ])etter results than a literal following of the book. When 
a pupil has learned that the sum of the interior'angles of any tri- 
angle is equal to two right angles, he should at once learn the 
value of the sum of the interior angles of any polygon, as all 
polygons are resolvable into triangles. These propositions are 
placed far apart in our Geometry, but should nevertheless be 
brought into clo e sequence in instruction. The same may be 
said of many other widely severed propositions. The teacher's 
judgment and skill should group and combine in instruction the 
closely allied facts and principles however widely apart they may 
be treated in a book. Remember that clear and exact reasoning 
up to definite conclusions is the chief purpose of this study. Go 
slowlv, very slowl>" if necessarily, and introduce definitions only 
as needed, and work accurately. If the first book of Wentworth 
is finished in ten weeks, the class has done good work and after- 
wards will make easy and pleasant progress. 

DRAWINC;. 

It is our desire that the pupils be made to understand that 
drawing is to be for them a delightful means of expressing thought 
and feeling, and not drudger)-, demanding something on paper. 

We trust the teachers will feel the need of correlating drawing 
with every study. 

It is obvious to teachers, parents and pupils, that free-hand 
drawing develops the powers of observation and enables pupils 



KIU'OKT (Jl' Tin<; J5()AK]:» ()]•• ]';])UCATI(JN 53 

to think and act for themselves more surely than any other study. 

" Drawing is absolute truth, and the language of truth should 
be taught everywhere." 

Means of Art vStudy: 

1. (jraphic. 

a. Drawing. 

b. Painting. 

2. Constructive. 
a. Modeling. 

3. lyiterary. 

a. Picture study. • 

b. History of art and artists. 
vSource of Study: 

1. Form. 

2. Color. 

a. Representation. 

1. Nature — Flowers, ])lants, trees, landsca])es. 

2. Pose — Human and animal figure. 

3. Type vSolids — Sphere, cube, cylinder and modifications. 

4. Common objects of good form based on types. 
.5. Imagination — Illustrative. 

/'. Construction. 

1. Type solids. 

2. Useful objects. 

c. Decoration. 

1. Nature — Flower and j)lant form. 

2. Historic (jrnament. 



PENMANSHIP. 

1. Penmanship may be classed as almost purely an instru- 
mental study. It is not an end in itself. It is learned only for 
the ])urpose of enabling us to express or put into lasting form the 
thoughts that may occur to us, or that we may have learned from 
others. It is "the art preservative of other arts," and nothing 
more. Its correct teaching is of ])rime importance. He who 
can read well, caii spell correctly, and can write neath- has in 
his possession the means or instruments that make it possible for. 
him to "accpiire all the learning of all the ages." 




CONFEDERATE MONUMENT — COURT COUARE. 



OF THE CITY OF JACKSON, TENN. 55 

2. The most important characteristic of writing is that it shall 
be legible, clearh', unmistakably legible. After this come neat- 
ness and beauty. All children should be taught to write with 
the right hand. Our reading from left to right, the italic slant 
of all business writing, and the positions of bod^^ paper, etc., 
recommended by the masters in this art, all demand the use of 
the right hand. The fact that some children are left-handed 
has nothing to do with the case of a beginner. A totally new 
training is to be given the nerves and muscles of arm, hand and 
fingers, and this can be given to one hand as easilj' as to the 
other. 

Much attention should be given in all the grades to correct po- 
sition of the bod3\ The proper holding of the pen or pencil 
should be insisted upon and the muscular movement used. The 
pupils should be drilled until thoroughly familiar with the let- 
ters, then combinations of letters in words of one sylable. 

As soon as pupils acquire the correct movement, neatness and 
accuracy should be required. They should be given much time, 
however, for this before they are urged to be neat, for the un- 
trained muscles are apt to play them tricks and the child be 
greatly discouraged because a page has been spoiled. 

If the pupil is made to realize what a lasting benefit good pen- 
manship will be to him, then half the battle is won for the teacher. 

The blackboard should be used freely to show errors and give 
correct forms. During the writing exercises as much individual 
attention as possible should be given, correcting, suggesting and 
carefully inspecting the work of each pupil. The pupils should 
be required to do the best work of which the)^ are capable. 
Teachers in all departments should co-operate with the Super- 
visor in that, the}' require the pupils to sit correctlj- and hold 
pen or pencil properly whenever written work is required of 
them. 

In the primarj' grades the children's writing should be on a 
large scale. Much blackboard writing should be done. A good 
exercise is for the teacher to write the cop}^ on the board and 
after a short time erase and have the children write from mem- 
ory. If mistakes are made, rewrite, copy and try again. 

Medial Writing Books are used in all the grades. 



56 KKPORT OF Tin<: BOARD OF f:])UCATION 

MANUAI, TRAINING. 

Concerning the value of Manual Training in primary and sec- 
ondary education, there is practically unanimity of opinion 
among educators. Its value lies in the training of the eye and 
the hand, in the development of the mind through the training 
of the eye and hand, and in teaching habits of attention, accu- 
racy and thoroughness. 

We should teach manual work for the educational reason that 
the hand is an avenue of sense. This muscular sense of touch, 
of handling, of doing, is of much greater importance than we 
have hitherto understood, and its development is sharing an 
ever increasing recognition in the education of children. Touch 
convinces the eye and clears materially the concept of objects. 
Manual training is taught for the purpose of- developing judg- 
ment, determination, energy and a general manual dexterity of 
the pupil. His hands and eyes should be constantly under the 
complete control of his mind. 

Correct making and seeing are as important as correct think- 
ing. True mind training is inconceivable as separate from either 
eye or hand training. Accuracy, neatness and economy should 
characterize everj^ exercise in manual training. If this work is 
rightly done, its influence on a class of children is soon recog- 
nized in alertness, concentration and sustained effort in other 
lines of work. 

Following are the opinions of presidents of four leading Amer- 
ican universities as to the value of manual work in the common 
schools. 

" I should like to see some form of manual training made part 
of the education at school of every boy who is to come to college. 
It not only trains the eye and the hand, but develops the habit 
of accuracy and thoroughness in any kind of work. Moreover, it 
develops the mental faculties of some boys better than books do. ' ' 

Ciiarlp:s W. Ei^liott, 
President of Harvard University. 

" 'More kinds of ability ' must be our watchword, if we are to 
resist the ill-judged demand of more kinds of knowledge. One 
of the most important among modern methods is to be sought in 
manual training. This is as 5'et in its infancy; but already the 



OF THK CITY OF JACK.SOX, TENN. 57 

graduates of manual training schools on both sides of the water 
show by their proficiency in subsequent work the admirable re- 
sults of the system." 

Arthur T. Hadlf:y. 
President of Yale University. 

" Our experience in the schools connected with the University 
of Chicago leads me to the conclusion that manual training in 
due proportion in the elementary and secondary schools gives 
breadth and power which becomes an effective means in higher 
education. Other things being equal, every young man and 
young woman is the better fitted for the higher work of the uni- 
versity for having trained hands, and the power to plan and exe- 
cute which comes through manual training." 

William R. Harpp:r, 
President University of Chicago. 

"I am a firm believer in an education which trains and de- 
velops the whole man. The hand is man's best servant, and 
some modicum of manual training should be included in the 
school training of every child of the present time." 

J. G. vScHURMAN, 

President Cornell University. 



58 REPORT OF THE BOARD OF EDUCATION 



COURSE OF STUDY. 



This course of stud}- is published to guide the teachers of the 
Cit}' Schools. It is not intended that this outline shall unduly 
limit the work of the teachers. It is expected that the plan of 
the course will be followed, and the work outlined done, but 
the teacher is urged to avail herself of collateral information and 
to stimulate her pupils to seek it. The class text-book is the 
starting point for both teacher and pupil. The teacher w^ho con- 
fines herself and her pupils to the text-book will secure a very 
limited development of mental power. 

The development of this course of study has been controlled 
by the following considerations: 

F'irst — The child ; his needs, his abilities, the psychological 
law of his development. Man}' sad errors in education have 
been perpetrated in requiring a child to do that for which the de- 
velopment of his mind has not fitted him. So far as possible, the 
individual pupil is to be considered, and not the class. Each 
pupil has his own individuality, and the course must permit the 
bright pupil to do all that he can do and the slow pupil to get a 
reasonably full English education, /. e., the bright pupils must 
not be held back for the slow ones, nor must the slow ones be 
crowded beyond their ability in favor of the bright pupil. If a 
child can complete one year's course of study in one-half 3'ear, 
some provision should be made to give him extra supplementary 
work. If he must have a 3'ear and a half to do one ^^ear's work, 
the course should allow of his completing it in that time and not 
compel him to take tw^o years. 

.Second — In a course of study, specific instructions are neces- 
sar}^ yet the teacher's individuality and independent thinking 
must be preserved. 

Third — The studies must be so associated with each other that 
their relations are apparent, and also, that wherever it is possible. 



OF THE CITY OF JACKSON, TENN. 59 

time be saved b}- the using of one exercise to accomplish two 
different purposes. Related facts are fixed more firmly in the 
mind by correlation. 

Fourth — The importance of the concrete in the course of study 
is emphasized. 

Fifth — The teacher should study other grades than her own. 
It is not sufficient to know the work of her own grade. She 
should at least be familiar with the work of the grades immedi- 
ately preceding and following her own. She should have some 
familiarity with the whole course. 

•Sixth — The necessity of teaching pupils how to study, as well 
as to recite, is especially emphasized. 

Seventh — There must be a definite purpose in every exercise 
and every recitation. 

FIRST GRADE. 

READING. 

B Class. Beginners should be taught by word, sentence and 
phonic methods, from objects, blackboard, chart and reader. 
Make use of blackboard at all times. Present all words to pu- 
pils as wholes. 

Follow as far as possible the vocabulary of Stick ney's Reader 
and Stewart and Coe's First Days at School. In connection with 
board work use written or printed slips, presenting familiar 
words in a new manner. 

Train pupils to recognize and to speak the words when the 
sound is given bj^ the teacher, also to give sounds when the 
w^ord is pronounced b}' the teacher. Before reading a lesson 
from the book make all new words familiar by using them in 
sentences either oral of written. Complete first twent}- pages in 
Stickney's First Reader and First Days at School. 

A Class. Use methods suggested for first term, complete 
Stickney's First Reader and First Days at School. Use as sup- 
plementary Lane's vStories for Children, and Crosby's "Our Lit- 
tle Book for Little Folks. ' ' Give sight reading from other first 
readers and books of corresponding grade. 

SUGGESTIONS AND BUSY WORK IN READING. 

In presenting a new word, have the object at hand, if possible. 



60 Kl'l'OKT OV Till-; HOARD Ol'" l^U'CATION 

For example, if the word is m/, and you have one in the class 
room, the dullest \n\\n\ will remember all you say and perhaps 
learn more than you tell. 

For the first presentation of a word, write it in large letters on 
the l)oard and let the children trace it. Then write it on the 
desks and let them ct)ver with lentils, color with crayons, or 
trace throui;h tissue paper. They will thus become familiar 
with the form of the word. Draw or build with splints or pegs 
such things as a house, a chair, a table, etc. 

h'or second term, make sentences of familiar words, or word.s 
found in the reading lesson, on slips of paper and cut the slips 
so as to have one word on each j)iece. Let the child build the 
sentence by putting the pieces together in their proper order. 
When they learn to ]nit the words together, write short stories 
and cut sentences apart. Have children reconstruct. 

In using the chart, cover all but one sentence. Give the class 
a short time to read it silently and then ask for a reproduction 
from memory. 

Before hearing a lesson read, have the story told in the child's 
own words, especially if the lesson be in verse. With begin- 
ners, let them call the words of the sentences backward, tt) be 
sure the lesson is not memorized. 

Change methods often and introduce new l)usy work before 
jnipils become tired of what they are using. 

SPK1,LIN(^.. 

/)' C/crss. Pupils of this grade begin their spelling by cc^pying 
the forms of words, even before they have learned to distinguish 
the letters. The ]nipil must be taught to study the form of a 
word and his muscles must be trained to reproduce this form in 
writing. All writing must be done with the right hand. The 
spelling lessons are to include all the words of the reading les- 
sons. Write easy words from dictation. 

./ C/ass. Continue to write words from dictation. vSpell orally 
and in writing all new words. lycarn to spell easy wonls found 
in Nature Study. Com])lete spelling in readers used. 

Build words ending in all, ill, an, at, ate, ight.etc. Make list 
of proper names to impress capitals. 



OK TIIJ'; CITV ()\- JACKSON, TKNN. 61 

Place on blackboard sentences containing new words, and 
write all new words with colored crayons. 

NUMBERS. 

/? Class. Devolop ideas of numbers and groups of numbers 
irom 1 to 10 inclusive. I'se (Jrube method. Use objects in the 
hands of pupils until each group is fullj^ comprehended. Let 
the aim of the work be to lead pupils to perceive, and express 
orally, the different combinations, memory work being only in- 
cidental. Teach the conce])t objectively with pebbles, splints, 
lintels, beans, pupils in a class, etc. The number work should 
be developed thus, objectively until the pu])il can work well 
with objects, pictures, lines, etc. When they, by repeated men- 
tal activity, are familiar with the processes and will not con- 
found them, use the symbols. Encourage pupils to make num- 
ber stories from their nature work, etc. Use objective illustra- 
tions of one-half, one-fourth, using lines, circles, apples, etc. 
Find halves of even numbers objectively. Teach the linear 
inch. Use one, two, three, four and five inches by measuring, 
and later by estimating. Teach objectively the use of the pint, 
two pints in a quart, etc. 

Count to 100 by I's. Use objects. Count to 50 by 2's. 

Roman numerals to 10. 

A Class. Numbers from 10 to 20 (Grube method) with com- 
binations. Count and write to 100 by I's, 2's, 3's and 5's. 
Teach with objects, the fractions y>, yi, % oi even numbers to 
12. Add two or more numbers, their sum being less than 100, 
and the sum of any column less than 10. 

Teach by practice the use of the foot rule. 

Roman numerals to XXX. 

Primary exercises in Arithmetic No. 1. 

Teachers use Baldwin's Industrial Arithmetic and Rational 
Elementar}' Arithmetic. 

SUGGESTIONS FOR BUSY WORK IN NUMBERS. 

Make number stories, using apples, pegs, splints, etc. Draw 
a picture of the story. 




^i>l^y&^\^ 




OF THE CITY OF JACKSON, TENN. 63 

Draw a large circle and fill it with 
figures. Point quickly from one to the 
other, and let the pupils add silently, 
telling the results aloud. Draw circle 
as shown, and have pupils add quickh' 
3 - 1 = ; 3 ^ 2 =, etc. Then skip, 
until they recognize all 3]— , combina- 
tions. Use same form for substraction. 
When beginning to teach a new num- 
ber, as 6, let six children stand before the class and make all 
combinations of the number. 

Select a large calendar and cut out the figures from 1 to 10. 
Mount them upon cards of a suitable size, two or more figures 
to a card. Hold cards before the class. Call upon one division 
to add, while the others correct errors. 

Let each pupil, with a small rule, construct on tablet or black- 
board, a flower bed, walk or box, a given number of inches long 
or wide. 

LANGUAGE. 

B Class. Very simple sentences, first oral then written. Con- 
versation lessons on familiar topics. Correct use of capitals, pe- 
riod and questibn mark. Correct use of is and are. 

A Class. Question arid statement. Use single and plural 
verbs correctly. Notice use of capitals. Memorize short selec- 
tions. ]\Iake list of name words. Make list of doing words. 
Make list of things you can eat, wear, etc. Things made of 
wood, iron and leather, and where found. 

Make list of words, such as sun, son, their, there, to, two, too, 
hear, here, etc. Teach the use of these by sentences prepared 
by pupils. 

Teach colors, seasons, directions. Make scrap book of stories 
and pictures. Let the children collect the material. Place 
specimens of pupil's written work and drawing in scrap book. 

Write short letters. 

NATURE STUDY. 

Correlate nature stud}" with manual training. 

Let the children bring bright colored autumn leaves . trace 



64 REPORT OF TIIK BOARD OF EDUCATION 



the leaves on paper and color with crayons, naming the parts, 
as stem, rim, veins, etc. 

Show how man and animals prepare for winter, how the trees 
are made ready for the long winter's sleep. Study birds, squir- 
rels, bees and caterpillars. If possible, show the growth of a 
bulb. 

WRITING. 

Use ruled slates and Ouincey paper. Teach correct position 
of hand and pencil, using the right hand only. 
Use Copy Book No. 1. 

PHYSIOLOGY. 

Parts of body, names of each, as head, face, temples, cheeks, 
etc. ; the proper care of the teeth, hair, eyes and ears. Need of 
food and wholesome drinks. How the use of tobacco hurts 
children. Lessons on bones. No text-book. 

DRAWING. 

Follow directions given under the subjects of Numbers, Lan- 
guage, Nature Study, etc. 

Encourage pupils to illustrate lessons. 

MUSIC. 

The first year in music is the most important of the whole 
course. Its quality determines largely the future career of the 
pupils. It is necessary to give them a grasp of all the ru- 
diments before the end of the fourth year, or they will in all 
probability become discouraged when greater difficulties pre- 
sent themselves ; but if this broad foundation is deeply laid, 
the renminder of the course — the erection of the superstructure — 
will be a delightful task. Hence we would urge the Primary 
teachers to their highest effort in doing the work laid out below. 

Eighteen rote songs should be taught during the 3-ear. Be- 
sides merely teaching the words and tune, great care should be 
taken that pupils do not make harsh tones. These usually em- 
anate from a very few throats, which should be located and in- 
spired with a different ideal of singing. Furthermore, a few 
pupils will be found who apparently cannot carry a tune ; upon 
careful examination it will be found that almost everv one of 



OF TH]<; CITY OV JACKSON, TKNN. 65 



these little ones can do so, if allowed to select their own pitch. 
From this naturally low or liig^h key they can l^e raised or low- 
ered to the normal pitch. 

Chart A is to be completed ; not only gone over but so thor- 
oughly mastered that the ])upils sing the phrases found thereon 
at sight and in rather rapid tempo. This cannot be urged too 
strongly, as those little phrases are to music what words and 
phrases are to reading and literature ; they are fundamental, and 
hence absolutely necessary. The best way of representing tones 
is the one in most common use;, that is, by the siaff, notes, 
cleffs, etc. We ma}^ draw a picture of a horse and from it teach 
the word horse, jjut we can make no representation of tones 
more simple than that of the round note system. Teach the 
scale as a tune, phrases as parts of the scale, skips as parts of 
chords, and you will find no difficulty in coming up to the high 
ideal set before you. 

Draw the staff, G cleff, the bars, and whole, lialf and (juarter 
notes. 

MANUAL TRAINING. 

Paper folding — Weaving with paper, .slats and yarn. 

Raffia work — Braiding- mats, hats, napkin rings, of splint and 
raffia. 

Sewing — Cheesecloth dust towels with catch stitch. 
-Embroidery — Penwipers, needle books, mats. 

Applique — Cut paper pictures out of colored papers, and paste 
them on colored card board. 

COKRKJ.ATIONS. 

Correlate from paper folding. Art ; from weaving, growth and 
preparation of wool ; from raffia, the adaptation of everything in 
nature for the use of man. 

SECOND GRADE. 

KEAIJINC;. 

B Class. Use vStickney's Second Reader. Pupils should be 
taught : To recognize all new words at sight, to recogni/.e 
abbreviated forms of words, to spell all w^ords found in lesson, to 
tell in their own language the story of each reading lesson, to 



66 REPORT OF THE BOARD OF EDUCATION 



recognize quotation marks, marks of accent, the colon and semi- 
colon. 

Stories should be read to children often for the purpose of re- 
production, both orall}^ and in writing. 

Have pupils practice silent reading and reproduce the thought. 
Practice should be given daily, for the purpose of securing not 
only easy and natural tones of voice, but the correct expression 
of the sentiment of each selection read. 

A Class. Continue work as in first term, using Harper's Sec- 
ond Reader, supplementary, and Jane Andrew^s' "Stories of My 
Four Friends. " Use reading cards, etc. Give selections for 
sight reading. Teach diacritical marks. 

SPELLING. 

B Class. Pupils should be taught to spell in writing and 
orally every word in the lesson. 

All new words in reading lesson- should be written on the' 
blackboard by the teacher and copied by the pupils. The mean- 
ing of these words should be explained by the teacher and pupils 
should then use them in sentences. Have frequent exercises in 
dictation. 

Have frequent pronouncing exercises to improve articulation, 
accent and inffection. 

Stickney's Word bj^ Word, Primary, to page 32. 

A Class. Stickney's Word by Word, Primary, from page 
32 to page 54. Continue work as in first term, having frequent 
drills in phonics, and clear and distinct articulation. Develop 
compound words from simple. 

WRITING. 

Special exercises in muscular movement, etc. , under super- 
visor of writing. 

Medial Copy Book No. 2. 

As the pen-holding habit formed in this grade will likely be- 
come a fixed one, great care should be taken to secure the cor- 
rect holding of pencils. Special writing lessons should be placed 
on the board by the teacher. 

Discourage hasty and careless work, and commend that which 
is the product of the pupil's best effort. 



OF THE CITY OF JACKSON, TENN. 67 

LANGUAGE. 

B Class. Teach the meaning and correct use in simple sen- 
tences of the articles a and an and of singular and plural forms 
of nouns. Have pupils form sentences using nouns as subjects, 
both in singular and plural forms. Teach statement, question 
and command. 

A Class. Have pupils form sentences using verbs agreeing 
with I, he, she and it as subjects. Give special attention to 
capitals, periods, question marks, neatness and style of express- 
ion. Give special lessons in letter writing. Teach that with 
has, have and had \\iQ. relative structural parts seen, done, etc., 
should be used. Teachers should compile from experience with 
the class a list of errors, but should introduce them singly and 
carefully. Spreading the attention over too much ground is 
fatal. To give teachers a definite starting point for this selec- 
tion, the following suggestive list of errors is offered (the list is 
by no means exclusive): "Me" for my, "aint" for is not, and 
" haint " for has not; "it is me, her, him," double negatives; 
" me and John " for John and me, " them " for those; false pro- 
nunciation as "gin" for give, " rainin " for raining, "git" for 
get; wrong forms of the verb, as " teared " for torn, "is" for 
are, "has came" for has come. In this instruction, the child 
must not be conscious that he is receiving it. 

PHYSIOLOGY AND HYGIENE. 

No text-book to be used by pupils in this grade. Teach the 
following subjects: The five senses and what we learn through 
each. Description of the teeth and how to preserve them. De- 
scription of the larger bones and their uses. The muscles, and 
how to exercise them properly. Effects of alcohol and tobacco. 

ARITHMETIC. 

The object of this year's work is to attain freedom, accuracj^ 
and rapidity in the manipulation of all reasonable computations 
within the limits assigned. Use Grube method and object les- 
sons. By means of measurements with rule, liquid and dry 
measures develop ideas of number. For example stud}- the 
number 2 by finding blocks, lines and surfaces twice as large, as 
long or as broad as other blocks, lines and surfaces; measures 



68 KlvPOKT Ol' Till'; HOARD ()!• l<:i)UCATION 



thai will hold twice as much as other measures, \veig;hts that 
are twice as heavy as other weights, etc. Conversely, lines, 
surfaces, solids, measures and weights must be discovered hav- 
ing the relations ,'.> of other units, etc. Fold paper into halves, 
<|nartcrs, eighths; into thirds, sixths, etc., for comparison. 

Teach addition, subtraction, multiplication and division of 
small numbers, sinudtaneously. Use exercises from Baldwin's 
Industi'ial Arithmetic. 

Teach Arabic notation to S,000, with additions and subtrac- 
tions. Additions by 2's, 3's, 4's and 5's to 100. Subtractions 
by 2's, 3'i^, 4's and S's from 100. 

(^. ive rapid promiscuous additions, subtractions, multiplica- 
tions, and divisions. Teach writing of dollars and cents. 

Practice adding and sul)tracting fractional parts of numbers as 
'.. of 10 j Ij of 9; U of 12 H^ i of IS. In this work use blocks, 
lines, etc. 

N.VTrRl'; STUDV. 

vScjuirrels and ral)bits. Habits and food. 

Oak and poplar to be studied throughout 'the year. Their 
value to man. 

P^ffects of frost on lea\-es, buds, stems and flowers. Study a 
few common flowers. 

XourishuR'nt of animal bodies. Germination of seeds. 

MUSIC. 

The same thoroughness that is urged in the first 3'ear is neces- 
sary in the second. Give close attention to the qualit)^ of the 
tones, and to the singing of each individual. 

Ivighteen rote songs completed. 

Tonic chord taught in same manner as .scale. Combine scale 
and skips of the Tonic. 

Chart A reviewed. Chart B and First Rhythmic Chart com- 
pleted as thoroughly as Chart A. Keep time to each exercise. 

Draw Staff; write upon it the scale in half, quarter, eighth and 
sixteenth notes; repeat marks, meter signatures, and hold. 

Ear Training: Recognize Do as opening and closing note; 
also parts of the scale from lower and upper Do. 



OI' Till", CITY OK JACKSON, TKNN. 69 



DRAWING. 

Tv])e solids and objects l)ased (jii these. 

Flowers, leaves, fruits and vegetables, in black and white, and 
colors. 

Begin figure pose. 

MANUAL TRAINING. 

Paper Folding: Fjivelo])e, ])in wheel, cubical holder, s(|uare 
box, fancy boxes. 

KafHa: Braiding, iia])kin rings, mats, bags; ])icture frames; 
baskets (rattan, splints and raffia) and any original model. 

Weaving: Wool and cotton cords, hammocks, etc 

Sewing: lilementary stitches, making costumes for dolls rep- 
resenting different nations 

Kmbroidery: Continuation of F'irst Orade work. 

Correlatio7is. — Accuracy, neatness, and precision. 




ROSE HILL SCHOOL. 

This is a rural school, three miles from the city, under charge 
of the Board of Education. There are two others in the dis- 
trict on the same plan. Children living in the country, but in 
the 15th Civil District, are also admitted to Citv Schools, free. 



OF THE CITY OF JACKvSON, TENN. 71 



INTERMEDIATE DEPARTMENT. 



THIRD GRADE. 

READINCx. 

B Class. The drill on words is to be continued. The in- 
crease of the pupil's vocabulary is important. Words already- 
learned should be reviewed and new words should be placed on 
the board for drill purposes. Words should be used in various 
sentences so that they may be considered in various relations. 
Insist on correct articulation, a clear tone, fluency and intelli- 
gent expression. Require oral reproduction of the lesson before 
the oral lesson. The meaning of the selection read aloud should 
also be developed by questions and discussion. 

Continue sight reading. This should be easier than the ordi- 
nary reading. 

Supply silent reading. 

Use Stickney's Third Reader with Payne's Geograjjhical Na- 
ture vStudy as supplementary. 

The reading by the pupil of his own comi)ositions or repro- 
ductions, or the dictations given him, furnish important varie- 
ties of supplementary reading. 

A Class. Use Williamson's Life of Robert E. Dee. Give at- 
tention to reading as in directions for first term. vStudy also ais 
biography and history. 

As additional supplementary reading, pupils should use Wil- 
liamson's Eife of vStonewall Jackson; yEsop's Fables; Eittle 
Flower Folks, Vol. I and II; Stories of the Bible, Vol. I and II; 
Water Babies; Y. R. vStories of Colonial Children; Baldwin's 
Fairy Stories and Fables; Wigwam Stories; Asgard vStories. 

SPEI.LING. 

B Class. vStickney's Word by Word Primary, page 32 to page 
60. 



72 REPORT OF THE BOARD OF EDUCATION 

Give attention to division of words into syllables and use of 
accent marks. Make list of words occurring in other lessons for 
oral and written drills in spelling. Continue drills in elenien- 
tar}^ sounds and diacritical marks. Dwell on groups of words 
such as write and right, would and wood, whose meanings and 
spelling pupils easily confuse. Deal vigorously with the diffi- 
culties of articulation. 

A Class. Stickney's Word by Word Primary to page 93. 

Continue as directed for first term. 

EANGUAGE. 

B Class. Oral descriptions of pictures, observing a logical 
order. Oral drills to correct errors in speech and fix correct 
grammatical forms, so far as studied. Reproduce substance of 
the reading lessons; memory gems, the facts gained by silent 
reading, stories. The reproduction should be conducted with a 
view to the progressive introduction of difficulties. The teacher 
should correct org.! reproductions with reference to improper 
idioms, superfluous words, and the proper sequence of thought. 
Pupils should then be required to write out their reproductions, 
which should be carefully corrected by the teacher and returned. 
Reproduction lessons should have for an important end, the en- 
largement of the child's vocabulary. New words developed 
should be placed on the board and discussed sufficiently to em- 
phasize them. 

Teach the proper writing of don't, doesn't, can't, I'll, isn't, 
aren't. Have pupils explain how these contractions are formed. 

Metcalf's Elementary English to page 61. 

A Class. Metcalf's Elementary English from page 61 to page 
101. Teach principal parts of the sentence. Continue supple- 
mentary work as directed for first term. 

PHYSIOI.OGY. 

No text-book to be used. Review thoroughly the work of the 
First and Second Grades. Teach location and description of the 
heart; description and use of the blood; location and description 
of the lungs. Effects of alcohol and tobacco. 

ARITHMETIC. 

B Class. Thorough review of work of Second Grade. 



OF THE CITY OF JACKSON, THNN. 73 

Parts of some tables, such as liquid, long and time measures, 
with simple reductions of the same. In teaching any and all of 
these tables, pupils should become acquainted with some of the 
units by actual experience. For instance, when long measure 
is taught, pupils should become familiar with the inch, foot and 
3^ard bj^ seeing and using these different units of measurement. 
Lines, surfaces and solids should be measured and compared. 

Wentworth's Elementary Arithmetic to page 80. Select 
parts of Weidenhamer's Mental Arithmetic to correspond with 
work in Elementary Arithmetic. 

A Class. Wentworth's Elementary Arithmetic to page 140 
and Weidenhamer's Mental Arithmetic to correspond. 

Thorough drills on multiplication tables. 

Have pupils prepare spheres, surfaces, etc., from pasteboard 
and wood for measurements and calculations. 

NATURE STUDY. 

Grasshopper, bee and ant. Their transformation and habits. 
Falling leaves. Uses of leaves. Reasons for change of color 
and for falling of leaves. Study form and margin of leaves. 

Lessons on trees. Distinguish by leaves, bark, form and 
habits. Study of simple flowers as to parts. 

DRAWING. 

Tj^pe solids and objects based on these continued. Flowers, 
leaves, fruits and vegetables, in black, white and colors, con- 
tinued. Figure pose. 

WRITING. 

Continue exercises for freedom of movement and position, un- 
der special teacher of writing. 
Use Copy Book No. 3. 

MUSIC. 

Eighteen Rote songs. 

Sub-Tonic and Dominant Chords, singly and in combination 
with the scale. Degree and Key names. Two part songs intro- 
duced. Copy one exercise from chart weekly, insisting upon 
accuracy. Beat time to all exercises, marking the accent. 
Half-beat notes introduced. 



74 REPORT OF THE BOARD OF EDUCATION 

Charts C and D and Second Rhythm completed. 
Ear training: Starting with Do, recognize tones in melodies 
of five to ten notes. Write ont simplest of these. 

MANUAL TRAINING. 

Weaving: Mats, cushions, covers, strips and borders for cur- 
tains, hammocks, and matting. (Material: raffia, carpet 5'arns, 
straw.) 

Splint Work: Beginning. 

Sewing: Basting and hemming of dish towels, book bags, 
sewing bags, needle books, cooking aprons, etc. 

Embroidery: Squares of linen or canvas for table centers; 
aprons (cross stitch); book bags; peasant aprons. 

Corrclaiion. — Teach mathematics. Squares, oblongs. Use 
square corners. History: Greek history; Greek textiles. 

Industries: Make clothing the principal topic of teaching. 

FOURTH GRADE. 

READING. 

B Class. Stickney's Fourth Reader. Give attention to new 
words, phonics, articulation, tone and expression. Consult 
paragraphs relating to these subjects in previous grades and 
general suggestions. Continue silent reading and oral reading 
b}' pupils, of their own productions or of dictations. Encourage 
careful home study of each day's lesson and quickness of detect- 
ing inaccuracies in the class recitation. 

A Class. Carpenter's Geographical Reader of North America. 
Give especial attention to the meaning of words. Incite a love 
of reading by abundant supplies of attractive stories, and foster 
a love of good literature by frequent references to the best. 

For supplementary use the following are selected: 

Our American Neighbors, Carpenter's Geographical Reader 
of South America, Red Children, vStories of United States for 
Young Readers. 

American History Stories. Leaves from Nature. 

SPELLING. 

B Class. Stickney's Word by Word, Advanced to Section 
III. Train the ear b}' careful attention to diacritical marks and 



OF THE CITY OF JACKSON, TENN. 75 

train the eye by blackboard work, noting important exceptions 
to fundamental rules and peculiarities of construction. 

A Class. Stickney's Word by Word, Advanced to vSection 
IV. Continue training as suggested for first term, with especial 
attention to use and structure of words. Use words from Geo- 
graphical Reader. Use list of words from literature lessons. 

LANGUAGE. 

B Class. Complete Metcalf's Elementary English. Give 
drills in letter writing and diacritical marking. Give practice 
in the number of nouns and agreement of verbs. Study Posses- 
sives. Observation lessons and nature study should furnish ma- 
terial for composition work. 

A Class. Teach the parts of speech and their use in the sim- 
ple sentence. Omit participles and infinitives. Introduce sim- 
ple diagrams. Pupils should copy in firmly bound books, the 
sentences for each days's study and these books should be kept 
for reference and review. 

GEOGRAPHY. 

B Class. Frye's Introductory Geography to page 55, with 
frequent reviews and supplementary work from other text-books. 
Correlate geography "with nature study and language. Give 
lessons in home geography. Teach geographical forms, both 
surface and relief to such an extent as the child is able to com- 
prehend and no further. Encourage children to bring samples 
of the products and manufactures of the State. A cabinet should 
be made of these collections. Use pictures. 

A Class. Frye's Introductory Geography from page 55 to 
page 105. Begin map-drawing, by using outlines of school room, 
location of desks, outlines of Tennessee and North America. 
Correlate with Carpenter's Geographical Readers. Notice care- 
fulh' General Suggestions on Geography. 

PHYSIOLOGY AND HYGIENE. 

Review the work of previous grades. Give talks on laws of 
health, etc. Emphasize the evil effects of cigarette smoking and 
alcoholic drinks. Require short compositions on these subjects. 

ARITHMETIC. 

B Class. Continue work of practical measurements and prob- 



76 REPORT OF THE BOARD OF EDUCATION 

leras resulting from same. Extend these calculations as far as 
capacity of pupils will allow. 

Accurate measurements and platting to a scale. 

Frequent exercises in addition, subtraction, multiplication and 
division for speed and accuracy. 

Review of multiplication table with applications. 

Review fraction work of former grades. Introduce simple 
mixed numbers and improper fractions. It is important that the 
pupil discover for himself that f equals 1}4. He may do this 
through the aid of concrete objects and measurements. Perform 
only the simplest operations with mixed numbers. Have daily 
work in finding the fractional parts of numbers. Review weights 
and measures which have been learned. 

Wentworth's Elementary Arithmetic to page 157, with Wei- 
denhamer's Mental Arithmetic to correspond. 

A Class. Continue supplementary work as suggested for first 
term. Wentworth's Elementary Arithmetic to page 169 and 
Weidenhamer's Mental Arithiuetic to correspond. 

NATURE STUDY. 

Review work of previous grades. 

Study oak, maple, hickory and walnut. 

Uses of leaves, roots and sap. 

Evaporation and condensation. 

Native wild animals. Habits and value. 

Interdependence of plants and animals. 

Buds as to position, arrangement, growth and purpose. 

MUSIC. 

Chords of Sub-Mediant, Super-Tonic, and Leading Note; 
Dominant Discord. Sharp Four and Flat Seven introduced. 
Two-part songs continued. Beat-and-a-half notes introduced. 

Charts E and Third Rhythmic completed. 

Copy two exercises from chart weekly, insisting upon neatness 
and accuracy. 

Ear Training: Recognize skips of the Tonic taken alone and 
in combinations. Write out simplest of these. 

DRAWING. 

Continuation of work as in Second and Third Grades. More 



OF THE CITY OF JACKSON, TENN. 77 

attention paid to technique. Drawing from pose continued. 
Rapid sketches made. 

Illustrate with drawing work in arithmetic, geography, read- 
ing, etc. 

, WRITING. 

Copy Book No. 4. 

Continue exercises in movement, position, etc., under the di- 
rection of the supervisor of penmanship. 

See that the formation of all letters is thoroughly understood. 
Observe carefully distance required between letters and words. 

Observe these suggestions in all written exercises. Require 
the best work from pupils at all times. 

MANUAI. TRAINING. 

For Girls. — Weaving: Rugs, bath mats, curtains, cushion 
covers, etc. 

Basketr}^: Rattan, raffia, splints, and cord. 

Sewing: Aprons, bags, oversleeves, sewing on buttons, darn- 
ing, plain fell, simple gathering. 

Embroidery: Simple stitches, laundr}- bag and aprons. 

Correlations. — History of weaving. Contrast ancient and mod- 
ern weaving. 

Distribution of cotton and other plants in United States and 
Europe. Compare exports and imports. 

For Boys. — Whittling : Practice in the use of the pocket knife, 
how to sharpen the knife and its proper care. Stud}^ of the rule. 

Each model is preceded by a working drawing, giving train- 
ing in elementary mechanical drawdng. 

Models. — Rule, plant marker, key tag, yarn winder, twine 
winder, thread winder, arrow, boats, kites, match scratcher, 
picture frames, blotter pad, paper knife. 

FIFTH GRADE. 

READING. 

B Class. Hawthorne's Wonder Book and Carpenter's Geo- 
graphical Reader, Asia, as supplementar}- readers. 

For additional supplementary reading use "Sketches of Ameri- 
can iVuthors," Stories from Shakespeare, Volumes I, II and III; 



78 kj'rok'r oi' Tiii' hoard cm' ivDUCATion 

"Stories of Colonial Children," "vStorics of Old Rome and Enj?- 
land," " Legends of Norseland." 

Observe directions under "Cieneral Suggestions." 

A C/ass. McOee's History of Tennessee. This is intended 
as a transition from the study of reading proper to history, and 
so must he taught l)(»th as a reader antl a history. Oive atten- 
tion to selection ot principal thought antl grouping of detail. 
Continue lessons in sight reading. 

Teach the use of the dictionary and never allow a pupil to 
read a word wdiich he cannot pronounce, spell and define. 

Make a list of new and diiVicult words before the lesson is read, 
for drill in pi-onunciation and sjielling. 

Si'ivi.i.iNc;. 

/) C/ass. vStickney's Wonl by Word, Advanced,, to page 81. 
Keep list of difficult words for review lessons. Frecpiently use 
words in sentences. 

Make and use lists of words from other branches of study. 
Teach rules of spelling. 

.7 C/ass. vStickney's Word by Word, Advanced, to page 97. 
Observe directions for first term and "Oeneral vSuggestions. " 

c.icor. KAi'iiv. 

B C/ass. Complete Frye's Introductory Geography. Give 
special attention to map-drawing of the grand divisions. Teach 
relaticnis of United States to countries studied. 

A C/ass. Frye's Advanced Geography page 9 to page .2.\ and 
page 99 to page 119. 

Correlate with nature slud\- and history. 

Use Frye's Manual. Observe closely "General Suggestions." 

I'lNCI.lSU. 

Lay a good foundation for the study of the .sentence as a -a'/io/c. 
Teach the pupil to distinguish readily the different forms of sen- 
tences, simple, complex and compound; also the three uses of 
the .sentence^to make a sentence, declarative; to nmke a com- 
mand, imperative; to ask a ([uestion, interrogative. Do not lay 
so much stress on the /cind of clause as upon the ability to dis- 
criminate between the independent propositions and the clauses. 
Arranging transpo.sed .sentences in their natural order will prove 



OF THK CITY OK JACKSON, TIvNN. 79 



very helpful to this end. Pay little attention in this j^rade to 
the inflections of parts of si)eech. 

Give daily work in analysis and diaj^rani, using the following 
form : 

Oral Analysis. 

{ a. Reading. 

-I AM, ,, , j /;. Thought. 

1. 1 he vSentence (a 

c. Arrangement. 

( d. Classification, f Form. 

I Use. 

o \y •< • 1 /-M I Kind, 

z. Propositions and Clauses ^t 

^ I Use. 

> r)t I Kind. 

6. Phrases -< tt 

I Use. 

4. Words i^*"^- 
1 Use. 

Under the subject "Words," teach parts of speech and their 
uses. Children must be taught the importance of consulting the 
dictionary for the meaning of new words. 

Do not forget that the chief object in language study is to learn 
the art of expression. 

B Class. Observe carefully foregoing directions. Teach sen- 
tence building, simple analysis, nouns, verbs, pronouns, adject- 
ives, prepositions, conjunctions, interjections, analysis and pars- 
ing of simple sentences, diagraming, phrases introduced by 
prepositions, compound subject and compound predicate, com- 
plements and modifiers; infinitive phrase; participial phrase, its 
position and punctuation. 

A Class. Begin with complex sentence. vStudy complex sen- 
tences, noun, clau.ses, sentence building, cla.sses of adjectives, 
verbs, adverbs and conjunctions, modifications of parts of speech 
to modification of verbs. 

AKITHMKTIC. 

B Class. Wentworth's Practical to page 100, with c<jrres]joiid- 
ing work in Weidenhamer's Mental Arithmetic. 

Review work of previous grade. 

Review drills on multiplication tables and denominate num- 
bers. 

Use practical measurements of lumber, solids, lines, surfaces. 



80 KIU'OKT Ol' TinC ]{()AR]) Ol'^ IvDUCATION 

Give practical problems, and require pupils to make problems 
from measurements. 

.1 C/ass. Wentworth's Practical Arithmetic to pa.^e 14(S, with 
Weidenhamer's Mental. 

Develop idea of fraction and all rules of fractions objectiveh'. 
Have pupils make measurements and problems from them, for 
example, give pupil a strip 1 yard long. Have him cut off 
pieces 4y^ inches, 258 inches, 3/',j inches. How long a piece is 
left? L,et him discover the principle of L. C. D. by using rule 
in this work. Vary these examples. Use similar practical work 
for all fundamental rules of fractions. 

I'lIVSIOI.oCV AND IIVC.IENK. 

Give review lessons on the work of previous grades. Require 
short compositions in connection with language work. 

NATURE STUDY. 

Continue the study of leaves. 

Krosion and .soil-making. 

Causes of rain, snow and frost. 

Study of parts of flowers. 

Correlate nature study with geography. 

DRAWING. 

Continue work of Fourth Grade with more attention to tech- 
nique. Drawing from pose continued. Rapid sketching. Il- 
lustrate reading and language lessons. 

WRITING. 

Copy Book No. 4. 

Review work of pre\ious grades. Follow suggestion to teach- 
ers, and .see that all written work is carefully and -neatly done. 
Exercises under direction of Supervisor of writing. 

MUSIC. 

Commit nine songs. Three part songs begun. Sharps five 
and two, flats six and two, and minor mode introduced. Dotted 
eighth and sixteenth notes to a beat. 

Copy neatly and accurately five eight-measure exercises in ten 
minutes. 

Charts F and Third R>lhmic completed. 



OK Till'; CITY Ol' JACKSON, TlvNN. 81 

Ear Training: Recognize Sub-Dominant and Dominant skips, 
and their combinations with the scale. Write out simplest of 
these. 

MANUAL TRAlNINfi. 

(lirls. — 1. Weaving rugs with designs on Colonial looms. 
Rugs of grasses. 

2. Basketry: Rattan, rafTia, waste baskets of rattan, splints 
and birch bark. 

3. vSewing: Make ])lain garments for little children, for 
children who need them; underwear, petticoats, French fell. 

4. I'viiibroidery : Cushion covers and shop])ing bags. 
Correlations. — Science: Test fabrics, (piality of fibre and 

weave, design and execution. vStudy warp and woof, diagonal 
weaves. History of Colonial Industries. Literature: Poems of 
Industry. Stories of English History, (leography: Advance- 
ment in commercial industries affecting growth of countries, 
population, etc. 

For Boys. — Whittling. Models: Match scratch, paper knife, 
paper weight, wall basket, easel, napkin rings, tooth])ick holder, 
games, checker-boards, parlor ({uoits, etc. 



OF THK CITY OF JACKSON, TKNN. 83 



GRAMMAR DEPARTMENT. 



SIXTH GRADE. 

READING AND HISTORY. 

B Class. Guerber's Story of the Thirteen Colonies, as sup- 
plementary. Let pupils read, observing directions laid down for 
former grades. 

In teaching the topics: "The Indians," "The Norsemen," 
"Columbus," use Ensign's "Outlines." 

Show how the Crusades, the introduction of printing, and the 
compass, into Western Europe, had something to do with 
bringing about the discovery of America. Ivet pupils under- 
stand fully the great problem of the Fifteenth Century. 

Use the following form in teaching Spanish, French, English 
and Dutch discoverers: 

1. Nationality sending the expedition. 

2. Purpose. 

3. Result. 

4. Time. 

Show why the Spaniards, French, English and Dutch came 
to America, and why all except the English, failed in coloniza- 
tion. Compare France's kind treatment of her colonies with 
England's neglect of hers. 

Show results. 

Teach one or two typical colonies from each group. 

Southern \ Virginia, New England \ Massachusetts, 

group ; / Georgia. group / Rhode Island, 

Middle ^ New York, 
group / Pennsylvania. 
Read the other colonies. 

Be sure pupils understand what is meant by a charter prov- 
ince, a proprietary province and a royal province. 



84 Ki'.roR'r oi' Tiii'; hoard oi" }';i)rcATioN 



. / C7(iss. Compare treatment of the Indians by English col- 
onists with that of the French. .Show resnlt. 

vShow that lack of means of commnnication, selfish interests, 
etc., kej)t the colonists widel}' separated in interests. Show 
how the colonists were l)rought together. 

Read the first three "Inter-Colonial Wars." Teach the 
"French and Indian War." Use Ivnsign's "Outlines." 

Teach the causes of the Ke\'olution in a connected way. 

(jroup most of the great battles around the three plans of the 
English to separate the New England from the middle colonies, 
to capture tlie five largest cities and to capture the southern 
colonies one at a time. Impress the importance of the work 
done by the frontiersmen and ( icorge Rogers Clark. 

Manners and customs must be taught in connection with each. 

ICNCil.ISII. 

/) C7ass. Metcalf's English C.rammar through Parti, Analy- 
sis, parsing, and diagram of the simple, compound and complex 
sentence. 

Literature: Irving's Sketch Book (Eclectic Classics). "The 
Author's Account of Himself," and Rip Van Winkle. 

./ C'/ass. Metcalf's (irammar. Part II. Follow directions 
given for B. Class. 

Literature: "The Legend oi Sleepy Hollow," and "West- 
minster Ab])ey." 

The sentence with its various clauses and phrases is given 
the chief place in this year's work. Literature must be made to 
subserve this purpose. 

A desirable treatment for the study of literature is as follows : 

1. Life of the Author and other matters contained in the ed- 
itor's "Introduction." 

2. The text of the book, itself, for thought, use of new 
words, and grammar. Make daily use of the dictionary. 

Use the following form for oral analysis of the simple, com- 
pound and ditficult com])lex sentences. 

f a Reading. 



/' Thought. 
1. The sentence for ■{ c Arrangement. 

d Classification, 



I Form. 
I Use. 



OF THE CITY OF JACKSON, TI'.NN. 85 



r, ,, ..- , ,,, ) kind, 

z. Propositions and Clauses ,, 

^ \ Use. 

7 1)1 I Kind. 

3. Phrases { y. 

I Use. 

(a. Kind. 

A TT7- 1 ] '''• V'^^- 

4. Words r a <■ 

1 r. Inflections. 

[ d. Rule of Agreement. 
For written parsing use form gi\en in Reed and Kellogg's 
Graded English, page 189. 

.spiUjjNc;. 

Words to be selected by teacher. ivncourage use of the dic- 
tionar\-. 

GEOGRAPHY, 

Frye's Advanced Geography. Use the following wall maps: 
Each Grand Division, Relief Map of the United vStates. Use 
large globe. Use sand-modeling table. 

Teach physical features of each country since they determine 
the productions, occupations, distribution of population, and to 
a large extent the manner of life of a people. 

Use topical method. A.ssociate men and events with places. 

Connect with Jackson, Tenn., by journeys to and from the 
region studied, and by what we have in our markets from such 
regions. 

Compare constantly with Tennessee, the climate, the people, 
the industries, etc. 

Teachers should use P'rye's Manual and King's Methods and 
Aids. 

.'VKrrn.MicTic. 

/)' Class. — Follow directions in former grades for industrial 
arithmetic work. 

Review fractions. Mental and written arithmetic must be 
taught together in every lesson. Require outline of problem 
before written .solution. In beginning a subject use simple 
original problems. Cultivate facility in converting common 
fractions to decimals and the reverse. 

Review decimals, factors, measures, and multiples. Teach 



86 REPORT OF THE BOARD OF EDUCATION 

fractions to page 147, Practical Arithmetic. Teach similarity of 
common and decimal fractions. 

A Class. — Review common and decimal fractions. Teach 
compound quantities to page 179, leaving Longitude and Time 
for Eighth Grade, and omitting Apothecaries' Weights and For- 
eign Currencies. Teach denominate numbers by practical work. 
Have pupils use yards, feet, chains, rods, etc., in measurements. 

DRAWING. 

Work from pose. 

Careful attention paid to light and shade. 
Original design for decorations. 
Illustrations in pen and ink for reproduction. 

WRITING. 

Copy Book No. 5. 

Give close attention to all written work on paper, in books, 
and on blackboard, carefully pointing out and correcting defects 
in same. 

Encourage an easy movement, good style, cleanliness and 
care. 

Special exercises under Supervisor of Penmanship. 

MUSIC. 

Commit nine songs. Read two and three part songs. Acci- 
dental and Transitional sharps and flats completed. Divided 
beats completed. 

Chart G completed. Review Third Rythmic Chart. 

Copy two part exercises ten minutes a week. 

Ear Training: Recognize Tonic, Dominant and Sub-Domi- 
nant Chords in combinations. Write out single melodies sung 
by teacher. 

MANUAI. TRAINING. 

For Girls. — Sewing: tucking, plain button holes. Pattern 
draughting, simple. Make unlined cotton dress, waists. Eearn 
use of patterns. 

Basketry: Indian designs, rafiia and rattan, using colored 
raffia. 

Correlations. — History: Roman history, Roman decorations, 



OF THE CITY OF JACKSON, TENN. 87 

history of costumes. Geography: Political and mathematical 
advancement of the countries of the world. Effect of industrial 
advancement. 

Teach the combination of colors. 

For Boys. — Bench Work: Practice in the use of the plane, 
chisel, brace and bit, spoke shave, chip carving knife, etc. 

Models: Quoit pin, tool rack, try square, cooking utensil 
rack, broom rack, bread board, sleeve board, whisk broom holder, 
coat hanger, key rack, etc. 

SEVENTH GRADE. 

HISTORY. 

Begin with a topical review of the Revolution. 

Use Fiske's Division for the remainder of the history. 

Critical Period— 1783 to 1789. 

Period of Weakness— 1789 to 1817. 

Period of Western Expansion — 1815 to 18S0. 

Slavery and Secession — 1850 to 1865. 

Recent Events — 1865 

Show why the periods are so named and group the principal 
events in them. 

Use as text-book, Eee's New School History. 

In review develop gradually by means of forms the topics: 

(1) Immigration. (2) Expansion. (3) Invention. (4.) 
Currency. (5) Slavery. (6) The Indians. 

Teachers should use as guides Gordy and Twitchell's "Path- 
finder in American History" and Trainer's "How to Study U. 
S. History." 

Let pupils fill in outline maps in class. 

Use history cards. Pupils help teacher make scrap book, not 
of reading matter but of pictures, representing the period studied, 
(see White's Outline). 

Teach biography. To teach the Constitution use A. B. Co. 
folio. 

Close first term's work with the opening of the Civil War. 

GEOGRAPHY. 

Complete Frye's Geography by Christmas. Teach as directed 
for Sixth Grade, in addition. Commerce; the Science of Inter- 



88 REPORT OF THE BOARD OF EDUCATION 

chaug^e. Review productive areas of United States, as grain, 
coal, iron, forest areas, etc. 

Teach the various means by which man seeks to overcome the 
forces of nature as canals, tunnels, etc., principal ocean trades 
and other routes; Journeys around the world, (a) By water, (use 
globe). (/?) By water and rail. 

Teach Geography of important current events of the world. 

In geography teaching avoid the following faults: 

(1) Failure to use globe, blackboard and maps. 

(2) Lack of definite aim. Clinch some fact in each recitation. 

(3) Too much trivial detail. 
(4j Dependence on text-book. 

PHYSIOLOGY. 

Begin in January and complete Cutter's Intermediate Physi- 
ology. The Yaggy's Anatomical Charts. 

For teaching directions see "General Suggestions." 

ENGLISH. 

B C/ass. — Metcalf's English Grammar Part III. Give special 
attention to technical Grammar, infinitives, subjunctive forms 
and idioms. Have pupils master all uses of the adjective, ad- 
verb and noun clauses. 

Literature — "Feathertop — A Moralized Legend" (Riverside 
Literature Series No. 69). 

A Class. — Metcalf's English Grammar completed. Rules of 
Syntax and of Punctuation. 

Literature — "The Rime of the Ancient Mariner," vShake- 
speare's "Merchant of Venice" (Electic English Classics). 

Sitgg-€stio7is. — The teacher will find valuable aid for the work 
of this grade in McNeil and Lynch's "Lessons in English Lit- 
erature." 

Give composition work once a week. 

Have the pupils quote liberally from the text. 

In teaching Shakespeare, give frequent talks on the origin, 
evolution and various forms of the drama. Note the particular 
form used b}" Shakespeare. Have pupils make systematic out- 
lines of each act bj' scenes, to trace the threads of the plot — 
where they begin, leave off and are interwoven. Have quota- 
tions from the play, daily. 



OF THE CITY OF JACKSON, TENN. 89 

In this grade the pupils complete the stud}- of Grammar and 
receive an introduction to literature, as such. 

Ruskin says, "Whoever you are, if you think of reading seri- 
ously, get good dictionaries." Teachers, see to it that your 
pupils deal righth' with 7vords. 

For additional suggestions on analysis, parsing and diagrams 
see Sixth Grade English. 

ARITHMETIC. 

B Class. — Review Compound Quantities. With Cubic Measure 
teach Exercises 128; 129—1, 2, 3 and 6; 131—1, 2, 3, 4, 5; 132; 
133; 134; 135—1, 2, 3, 4 and 5; 136. Then teach Articles 229 
to 238. With Exercise 122 teach: 

Exercise 129 — 1, 5 and 7. 

Exercise 131 — 6 and supplementarj-. 

Exercise 135—6, 7, 8, 9, 10, 11 and 12. 

Exercise 140. 

A Class. — Teach carpeting, papering, plastering, lathing, 
roofing. 

Exercise 132. 

Teach pages 252 to 276. 

In this grade give frequent exercises from actual measure- 
ments. 

DRAWING. 

Continue outline of work suggested for Sixth Grade. 

WRITING. 

Copy Book No 6. 

Follow suggestions to teachers and review work of previous 
grades. 

Exercises and drills under Supervisor of Writing. ' 

MUSIC. 

Review Charts E. F, and G, and Rhythmic Charts. Reading 
drill from new songs taken up. Drop syllables as far as possi- 
ble. Pupils should now be able to read words a7id music at 
sight. Bass part added. 

For the written exercise, transpose simple melodies. 



90 REPORT OF THE BOARD OF EDUCATION 

New text-book: "First Studies in Musical Biography," first 
half. 

MANUAL TRAINING. 

For Boys. — Bench Work — Blackboard rule, blackboard point- 
er, book rack, salt box, letter rack, towel roller, foot stool, hat 
rack, chiseling board, geometric models for class work in arith- 
metic. 

For Girls. — Basketrj^ — Raffia and rattan. Sewing, cooking 
and domestic economy. 



OF THE CITY OF JACKSON, TENN. 91 



HIGH SCHOOL DEPARTMENT. 



EIGHTH GRADE. 

ALGEBRA. 

Milne's Elements of Algebra. Use the pupil's knowledge of 
arithmetic. Compare terms and principles. Bring out analo- 
gies between the processes of arithmetic and those of algebra by 
means of numerical illustrations. Teach that fundamental ope- 
rations in algebra are merely the application of arithmetical pro- 
cesses to sj-mbols of general value. Cultivate habits of exact 
statement. 

Algebra if properly taught will deepen the pupil's understand- 
ing of the principles of arithmetic. 

ARITHMETIC. 

B Class. — The work of this year consists of a thorough review 
of the subject of arithmetic, giving special attention to fractions, 
compound numbers, percentage, powers and roots with applica- 
tion to mensuration, metric system, longitude and time. 

Use as supplementary text-book Baird's Graded Arithmetic, 
Eighth Year. 

ENGLISH. 

B Class. — Text-book: Williams' Rhetoric. 

Subjects Taught: "Outlines," (Eessons 43, 44, 45; Devel- 
opment of the Paragraph from Topics, (Eesson 29); Letters, 
(Lesson 42); The Paragraph — Description, Narration, and Ex- 
pository, (Lessons 46, 47, 48); Purity of Diction, (Lesson 10). 

Teach these subjects by practice with Sewell's Composition 
Tablet. 

Literature: Irving's "Tales of a Traveler," (Lake English 
Classics); "The Courtship of Miles Standish." 

A Class. — Williams' Rhetoric. 



92 REPORT OF THE BOARD OF EDUCATION 

Subjects: Propriety and Precision of Diction, (Lessons 16, 
17); Paraphrase, (lyesson 34, 35): Figures of Speech, (Lesson 
36); Invention, (Lessons 43, 49). 

Literature: "The Vision of Sir Launfal," (Riverside Litera- 
ture, No. 30); Shakespeare's "Julius Csesar," (Eclectic English 
Classics).. 

S2iggestio}2s. — In this grade composition work and the study 
of rhetorical principles are of chief importance and deserves the 
first place, while the reading of English classics, serving to en- 
liven, enrich and illustrate the text-book study, takes the sec- 
ondary place. Upon the pupil's thorough acquisition of the 
principles of Rhetoric depends, largely, his appreciation of lit- 
erature and the formation of correct tastes therein. Draw largely 
upon the classics for the develojDment and illustration of the text- 
book stud3^ The teacher will, however, take care not to make 
the reading of literature an opportunity for critical work only. 
Everything said or done in approaching the study of classics 
should tend to arouse a desire to read them, and stimulate inter- 
est while they are being read. 

Select words from the classics for daily work in the dictionar)^ 
and give occasional reviews on the sentence as treated in the 
Sixth and vSeventh Grades. 

CIVIL GOVERNMENT. 

A Class, — Peterman's Civil Government. 

Teach Constitution of Tennessee, Constitution of United States, 
duties of ol^[icers and citizens, principles of State and National 
government. Compare State and nation. 

In teaching Civil Government aim to develop character and 
patriotism. Teach that there is such a thing as just authority, 
and that obedience to it is right and manly. 

LATIN. 

Smiley and Storke's Beginner's Latin Book. Thorough drills 
on declensions, conjugations and constructions. See directions 
under "General Suggestions. " 

DRAWING. 

Carr}^ work laid down for Sixth and Seventh Grades to a 
greater degree of perfection. 



OF THE CITY OF JACKSON, TENN. 93 

WRITING. 

Follow suggestions for other grades. 

Accept nothing but the pupil's best work. Allow no careless 
writing. 

MUSIC. 

Commit nine songs. Reading exercises entireh' from new 
songs. Choral music studied with view to nuance and coloring. 
Octavo music used. 

Written Exercise: Transpose voice part of solos. 

Text-book: "First Studies in Musical Biography," com- 
pleted. 

MANUAL TRAINING. 

For Girls. — Continuation of work outlined for Seventh Grade. 

Original designs. 

For Boys. — Bench work. Continuation of work outlined for 
Seventh Grade. Advance work under special instructor in 
Manual Training. 

NINTH GRADE. , 

LATIN. 

Three books of Harper and Tolnion's Caesar with thorough 
drills in Latin Grammar. 
Eatin Composition. 

BOOK-KEEPING. 

Montgomery's Book-keeping with special attention to busi- 
ness forms, receipts, etc. 

Require accuracy and neatness in all work. Notice carefully 
formation of figures, ruling of lines and spacing. 

ALGEBRA. 

High School Algebra. vSee suggestions for Algebra in Eighth 
Grade. 

HISTORY. 

B Class. — Use as text-book, Myer's General History. 
General directions: Teach the rise and fall of the great world 
Empires, noting the logical sequence of events. 



94 REPORT OF THE BOARD OP EDUCATION 

Teach Egypt, Chaldaea, and Babylonia as the most important 
of the early civilizations. 

Impress the mission of the Phoenicians to disseminate arts 
and culture, and that of the Hebrews to give religion to the 
world. 

In Grecian History, teach the War with Persia as the con- 
flict between the West and the East with the victory on the side 
of the progressive West. 

Teach Rome as the great military and judicial power in the 
history of the world, dividing the history into three periods: 
Kingdom, Republic and Empire. Impress the downfall of 
Rome and the breaking up of the Roman Empire, to which the 
nations of Modern Europe owe largely their origin. 

A C/ass. — Teach briefly the rise of the European nations. 
For study in modern nations take England especially and 
France in connection with England. Teach: Norman Conquest, 
Formation of the English, W^ars with Scotland and France^ 
War of the Rose.s, Personal Monarch}', Supremacy of the Com- 
mons and Cabinet Government. 

Give especial attention to the development of the principles 
of freedom from the earliest coming of the Saxons to the latest 
parliamentary reform bill. 

Show what we owe England and what lessons England has 
learned from us. 

ENGLISH. 

B C/ass. — Text-book: Webster's Composition and Literature. 

Subjects: Narration, Description and Exposition (chapters 1, 
2, 3, 4, 5). 

Literature : ' ' Riverside Literature Series. ' ' 

Narrative: "The Gentle Boy," etc.. No. 145. 

Descriptive: "Fall of the House of Usher," NO. 119. 

Expository: Macaula3''s Milton, No. 103. 

A C/ass. — Text-book: Webster's Composition and Literature. 

Subjects taught: Arrangement, Paragraph, Sentence, Words 
(chapters 6, 7, 8, 9). 

Literature: "Riverside Series." 

Argument: "Burke's Conciliation with the Colonies," No. 
100. 



OF THE CITY OF JACKSON, TENN. 95 



Paragraph and Sentence: "Silas Marner," No. 83. 

Words: "King's Treasuries," No. 142. Shakespeare's Mac- 
beth — Eclectic English Classics. 

Suggestions: This course provides for the study of literature 
and composition side by side, for the entire session. For each 
subject taught there must be sympathetic and critical reading of 
specified interesting literary masterpieces; writing of composi- 
tions, and class discussions of the principles involved. The ob- 
ject of this course is to teach the pupil to acquire thought and 
express it in simple, clear and forcible English. 

MUSIC. 

One American Opera studied. 

Musical Criticism, vocal. 

Text-book: Matthew's "How to Understand Music," Book I. 

MANUAL TRAINING. 

Work in this grade is left to direction of the supervisor of this 
department. 

DRAWING AND WRITING. 

Observe same directions as given for Eighth Grade. 
TENTH GRADE. 

GEOMETRY. 

Wentworth's Plane and Solid Geometr}-. 

See directions for teaching under head of General Suggestions. 

LATIN. 

Virgil, two books, with careful stud}" of the Grammar and 
Composition. 

PHYSICS. 

Use Gage's Ph^'sics as text-book, but teach from outlines and 
experiments. 

Require pupils to keep note-books. 

Encourage pupils to investigate subjects in other text-books. 

See general suggestions. 



96 Rl'TOKT Ol' 'iMli; HOARD Ol" l! DTCA'PION 



I'M', I.ISII. 

/>(7ass. — Use as tc\l-l)()()k , Webster's Compositicni aiul Lit- 
eraluro. 

vSiil)jecls: raiaj^raph, vScnlcnccs ami W'onls, reviewed. 

I.iteralure: "The I.ast ol the Mohieaiis," "v^ir Ro.^er DeCov- 
erley Papers," "Ivanhoe." 

./ (7(tss. — Text-book, Webster's Composilioii and l,ileralure. 

vSubjeets tau.i;lit: b'ornis ol Diseourse and vSpeeial (Jualities of 
vSlyle. 

Lileratnre; "'iMie l''li>;ht ol the Tartars," "'iMie llonse ol the 
v'^ex'en (tables," vShakespeare's "Hamlet." 

S//i^'j^>rs//\>//s. — The elassies lor this i;ratle have been .seleeted 
by rer.sim of their adaptabilil\ to the student's development and 
to his inereasini; abilitx to ap]Meeiate ami understand them. 
Pay striet attention tt) the parai;raph. It has been defined as 
the eomposition in miniature. Ilenee its \arious forms and its 
massin;; reipiiies mueh eritieal and eomposition work. The 
same is suj;_i;ested lor the seulenee; i^rammatieal errors must be 
severely eritieised and mistakes ol whate\-er kind must be noted 
and eorreeted; but the stress must be laid on the eomposition 
a sa i('/io/t\- its unit\-, eoherenee, mass, and uun'ement. Right 
w(M-ds and well massetl paragraphs shouUl be the objeet of all 
eomposition work. 

The whole ol a short sli>ry or two or three ehapters ol a long 
one is not too mueh to assign lor a lesson. The diseussion of 
the meaning and the method of the author should employ the 
larger time of the reeitation. Only sueh portions should be 
read aUnul in elass as ma\- be eonsidereil good examples of 
points or prineiples in ([uestitm. 

lIowe\er, do not "hedge in" the pupil by toti nutny dwarfing 
barriers ol et>-mol(\gy and syntax, (^ive hin\ eorreet standards 
b\- leading him mil into the wide spaees oi the author's thoiio/it. 

INU'SIC. 

One Choral Cantata Studied. 

Musical Criticism, instrumental. 

Text-bcH^k: Matthew's " How to I'nderstand Music." Kook II. 



Ol' TlIIv CITY Ol" JACKSON, TI'NN. 



97 



MANUAI, 'IM^AININC. 

Work to 1)L' outliiK'd !)>■ the s|)(,'ci;ilisl in this (k-p.irtiiiriil. 

Kl'.VII'WS. 

The last two iiionllis in this grade should l)f given to a gen- 
eral review of the jjublic school course. 



OF Til]'; CITY 0]<' JACK.SON, TJvNN. 99 



RULES AND REGULATIONS. 



The schools open annually on Monday nearest the iSth day of 
September and continue nine months. 



IIOIJDAYS. 

A vacation of one week is given to include Christmas liolida}-s 
and one day on Thanksgiving day. 

HOURS Ol' TUITION. 

1. Kxcept on Saturdays and Sundays, school hours are daily 
in September, April, May and June, from 8 A. m., to 1 p. m.; in 
the remaining months from 8:30 a. m., to 1:30 p. m. There 
shall be two intermissions daily in all the departments, not ex- 
ceeding ten minutes each. 

2. Thirty minutes before opening school, the gates and doors 
shall be opened. Pupils shall be instructed not to come to the 
school building before that time, and shall go at once to their 
seats without lingering in the yard. 

I'UI'ILS. 

1. All children between the ages of 7 and 21 years who re- 
side in the city can attend the schools free; and those outside 
the city but in the district may attend under such restrictions as 
the Board may determine. Primary pupils beginning school 
must enter during the first month of a regular term. Failing to 
enter then they cannot until thti commencement of the next 
term. 

2. Pupils shall comply with all the rules and regulations for 
the government of the school to which they are assigned and 
shall submit to sucli i)enalties or ])unishment as may be pre- 
scribed for bad conduct. JShould ])arents or guardians object to 
the infliction of corporal i)unishment u])on their children or 
wards, sucli objection must be made known to the ])rincipal in 



100 KKPORT OF thp: board of education 



writing, and upon the infraction of any rule by such pupil, he 
may be suspended and only reinstated by the Superintendent. 

3. Profane and indecent language and the use of tobacco are 
positively prohibited and cleanliness of person and clothing is 
required. Repeated neglect of this rule shall subject the pupil 
to expulsion. 

4. Pupils must not come to the school building before time 
of opening the doors. They must then enter the school prenrises 
and will only be allowed to leave by the permission of the prin- 
cipal. Loud and boisterous playing will not be allowed. 

5. Pui)ils who injure and deface school property must pay in 
full for all damages. Failing to do so within two weeks shall 
subject such pupil to suspension. 

6. Pujuls who purposely absent themselves from any school 
exercises may be suspended and shall not be allowed to return 
except at the option of the Superintendent, and pupils of the 
Tenth Grade will be passed out of the school without certifi- 
cates. 

7. Whenever the example of any pupil becomes injurious to 
the school through indolence, neglect of rules or any other cause 
and reformation shall appear hopeless, his parent or guardian 
shall be requested to withdraw him from school. Should the 
parent or guardian fail to comply with this request the pupil may 
be suspended. 

8. Pupils shall go directly to and from school, refraining from 
quarreling, fighting, or loitering, being subject to the regular 
rules while on the way. 

9. Each pupil shall be responsible for the cleanliness and or- 
der of his seat and books, and the floor in his immediate vicin- 
ity. 

10. Regular and punctual attendance is enjoined upon all. 
Any pupil who is absent from school two successive days with- 
out satisfactory excuse will forfeit his seat and be subject to sus- 
pension. 

11. Continued tardiness will subject pupil to suspension. 

12. Excuses for absence or tardiness, requests for dismission 
before the close of school must be made in writing or in person 
by the parent or guardian. 

13. When subject to suspension, pupils may be excluded 



OK THE CITY OF JACKSfJN, TKNN. 101 

from school by the teacher, with approval of the principal. Ex- 
pulsion recjuires the action of the Board. 

14. Pupils or parents having cause to complain will present 
the case to the Superintendent and if not satisfied it may be laid 
before the Board. 

15. Pupils will not be allowed to bring to school any papers, 
periodicals, novels or books other than those they study. Teach- 
ers are enjoined to take all such books and papers from pupils. 

16. Pupils stopping school for any considerable length of 
time, thus throwing them behind their classes will be dropped to 
a lower grade or section on re-entering, except at the last part of 
the session; in which case they will be assigned to the same 
grade for the next year, unless a satisfactory examination of 
such pupil justifies his promotion. 

17- Pupils must ])e supplied with all necessary books, slates, 
pencils, and writing material required in their respective grades. 
Failing to provide themselves with such articles after two weeks' 
notification will subject them to suspension. 

18. No children, who are not bona fide residents of the city 
or Fifteenth School District, will be admitted to the schools. 

19. The pupil who ranks highest in general average in at- 
tendance, deportment and scholarship in the Ivighth and Ninth 
Grades and first half of the Tenth Grade, shall Ijc declared the 
Valedictorian of the graduating class. The pupil next in rank 
at the same time shall be declared the Salutatorian. 

TEACiniRS' TRAINING CLASS. 

1. The Teachers' Training Class shall be under the super- 
vision and instruction of the Superintendent, and such princi- 
pals and teachers as he may select from the regular corps. This 
class shall be open, without charge, to any person of good char- 
acter, who has completed the Public School course, or a course 
of study equivalent thereto. 

2. The course shall cover two years' study and include theory' 
and practice of teaching, philosophy of education and school 
management and such supplementary work as the Superintend- 
ent and Board of Kducation may from time to time prescribe. 

3. At the first meeting of the Board of Kducation in Ma}' of 
each year the vSuperintendent shall make a report showing the 



102 REPORT OF THE BOARD OF EDUCATION 



work done by each member of the training class and the stand- 
ing of each. When vacancies occur in the substite corps of the 
schools, they shall be filled from the Training Class, provided 
that if eligible teachers cannot be found in the class, the Super- 
tendent may- select from other persons properly qualified. 

TEACHKRvS. 

1. During the month of May, each 3'ear, there will be an ex- 
amination of applicants for positions in the City Schools; this 
examination will be in writing and will be conducted by the Su- 
perintendent, in connection with the Committee on Instruction. 
Teachers who attain, seventy per cent, are exempt from future 
examinations, unless otherwise ordered by the Board of Educa- 
tion. 

1. Only such applicants shall be eligible for .positions as 
teachers as have completed a course of study equivalent in the 
main, to that prescribed for the City Schools of Jackson, and, in 
addition thereto, shall have had at least one year's successful 
teaching under proper supervision, in graded city schools, or 
shall have completed the course prescribed for the Teachers' 
Training Class. Provided, further, that they shall have com- 
plied with the requirements for examination of teachers as given 
in regulation No. 1, for government of teachers. 

3. The election of teachers shall take place as soon after the 
annual examination of teachers as practicable. 

4. Teachers must be at their school rooms at least thirty min- 
utes before the time of opening, or they will be marked tardy 
and so reported to the Board at the end of the month. 

5. Teachers must endeavor to acquaint themselves with the 
cause of any disaffection on the ])art of the parents, and so far 
as possible remove the cause thereof. 

6. Teachers should visit the parents of their respective pu- 
pils. 

7. Teachers will be held responsible for school property in- 
trusted to their charge, and for the cleanliness of their respective 
rooms and premises. 

8. No teacher will be permitted to introduce into school any 
sectarian views as regards religion, or partisan or sectional views 
as regards ]K)litics. 



OF THK CITY OF JACKSON, T3NN. 103 

9. Teachers must cheerfully and promptly attend all appoint- 
ments made by the Superintendent and carr_v out his instructions 
fully. 

IC. In the event that a teacher, through sickness, or some 
otlier good reason, cannot attend school, she must notify the vSu- 
perintendent as soon as possible before the time of opening. 

11. The Superintendent, only, will appoint substitutes when 
the regular teachers are absent. 

12. vSubstitutes will be allowed $1.25 per day upon the order 
of the Superintendent. 

13. Teachers must keep their registers neat and correct, and 
must make out their reports on the last Friday of each term. 

14. Teachers will hold their places during the pleasure of 
the Board, and should give at least one month's notice of any 
intended resignation. 

15. They shall take immediate steps to ascertain the cause of 
all absences. 

16. They shall enjoin upon all pupils, by precept as well as 
example, the necessity of cleanliness of person and dress, and 
the abstinence from the use of tobacco on the school premises. 

17. Teachers shall have jurisdiction over pupils other than 
their own, when the immediate teacher of such pupil is not 
present. 

18. Teachers shall be responsible for the discipline and gov- 
ernment of their rooms. They shall use kind and persuasive 
measures with their pupils, and should this fail, the pupil may 
be suspended by the teacher with the approval of the principal 
of the department to which the pupil belongs, and not reinstated 
except by the Superintendent. A record of all such suspensions 
shall be kept by the principal, and a copy furnished the Super- 
intendent immediately, showing date, cause and extent thereof. 

19. Parents feeling aggrieved on account of the action of any 
teacher or principal, or who are not satisfied with the progress 
of their children, shall lay the case before the Superintendent 
and if not satisfied with his action they may appeal to the Board 
of Education, but no meeting of the Board will be called to con- 
sider such matters until after the case has been disposed of by 
the Superintendent. Parents are invited to confer at any time 



104 REPORT OF THE BOARD OF EDUCATION 

with teachers or Superintendent in regard to the welfare of their 
children. 

20. No teacher shall be permitted to advertise in school any 
public meeting or entertainment, or any outside enterprise what- 
ever. 

21. They- shall keep a class book and report to the principal 
at the end of each month all pupils whose scholarship falls be- 
low 70. 

21. They may require pupils who have failed to prepare their 
lessons, to remain a reasonable length of time after school to learn 
and recite them. 

22). Teachers shall, while connected with the Public vSchools, 
devote their whole time and attention to the interest of the 
schools. 

24. With a view to uniformity of instruction and equal ad- 
vantages to all, through the entire system, no teacher or Princi- 
pal will be permitted to introduce any books or periodicals not 
embraced in the course of study, nor to omit any part of the pre- 
scribed course without permission of the Superintendent. 

PRINCIPAI.S. 

1. It is the duty of the principals to exercise a general su- 
pervision over their respective departments, subject to the ap- 
proval of the Superintendent. 

2. The}- shall call the teachers together for the discussion of 
the best means for the advancement of their work and the gen- 
eral interest of the department whenever necessarj-. Thej- shall 
recommend to the Superintendent such changes and improve- 
ments as they think will promote the best interests of their de- 
partments. 

3. They shall be elected by the Board of Education, and 
their work of supervision shall be in addition to that of teaching. 

4. Teachers shall promptly comply with all directions of the 
principal of the department to which they belong and carry out 
his instructions fully, and on their failure to do so, it shall be the 
duty of the principal to report them to the Superintendent. 

5. It shall be the dutj- of each principal to make monthly re- 
ports to the Superintendent of the scholarship of pupils and the 
general condition and progress of the work. 



OF THE CITY OF JACKSON, TENN. 105 

6. The principal of the highest department in an)^ school 
shall be the Principal of that school, and the heads of the other 
departments shall be the principals of departments. 

SUPERINTENDENT. 

1. It is the duty of the Superintendent to devote himself to 
the study of the school system of the city, and to keep himself 
acquainted with the progress of instruction and discipline in other 
places, that he may suggest appropriate means for the advance- 
ment of the schools. . 

2. He shall attend the meetings of the Board. 

3. He shall have general supervision of all the public schools 
in the city, and be especiall)^ charged with the duty of explain- 
ing the system and the rules and regulations presented by the 
Board. 

4. He shall, as often as practicable, visit each school, sug- 
gest the best modes of instruction and discipline, and observe the 
success of the same. He shall make suggestions in relation 
thereto to the Board, and report especially to the Board, when, 
in his opinion it may be advisable to do so. 

5. He shall keep a register containing an accurate abstract 
of the statistical reports from the various schools, and at the 
close of the school year shall present the same with a report of 
his own labors, and such suggestions and other information as 
he may deem worthy of notice. 

(>. He shall examine all applicants for positions as teachers 
in the schools. He shall keep a register of all such examina- 
tions, showing the name, age and qualification of the applicant, 
and such other information thereto as may be deemed of import- 
ance. This register shall be open to the inspection of the mem- 
bers of the Board. 

7. He shall give to the members of the Board such informa- 
tion and aid as may be in his power, in the selection and em- 
ployment of teachers. 

8. He shall receive such compensation as may, from time to 
time, be allowed by the Board of Education. 

9. He shall have power to suspend teachers for neglect of 
duty and violation of prescribed rules, but must report the same 
immediately to the Board of Education for its action. 



106 REPORT OF THE BOARD OF EDUCATION 

10. All public exercises or entertainments by the pupils shall 
be under the control of the Superintendent. 

11. He shall have charge of all the Public School buildings 
and premises of the city during vacation and holidays as well as 
when the schools are in session, and it shall be his duty to pro- 
tect them against all trespassing, and he shall not allow private 
schools or classes taught in them without permission of the Board 
of Education. 

12. He shall appoint such janitors as are provided for by the 
Board at such compensation as may be fixed b}^ them, and he 
shall have full control of the services of these employes for the 
benefit of the schools. 

ENGINEERS. 

1. Engineers shall be required to remain in engine rooms 
while on duty, and under no circumstances shall they be awa}' 
from said rooms longer than ten minutes at any one time. 

2. They shall not remain in any study hall or recitation room 
longer than necessary to inspect the thermometers and attend to 
such duties as their position actually requires. 

3. They shall be required to report at their respective build- 
ings in time to have the temperature throughout the house not 
lower than 65 degrees by time the school signal whistle blows. 
The time of starting fires must be governed by weather condi- 
tions. Principals must report to the Superintendent an}' rooms 
below 65 degrees immediately after said school signal. 

After opening of school, temperature should be kept above 68 
degrees. 

4. The}- shall not be allowed to shut off ventilation or leave 
the building, without permission of the Superintendent, before 
dismissal of last classes. 

5. During extreme cold weather, the}- shall be required to 
drain all pipes, cylinders and pumps in connection with the plant, 
so as to guard against freezing. They shall be responsible for 
any damage occurring on account of neglect of this rule. 

6. The heating systems in use are designed to operate suc- 
cessfully with 20 pounds of steam, and in no case shall boiler 
pressure exceed 25 pounds to the square inch. 

7. Thev shall carefullv and strictlv observe the rules laid 



OF THE CITY OP JACKSON, TENN. 107 

down by The Hartford Steam Boiler Inspection and Insurance 
Company, for Management and Care of Steam Boilers, a cop}' of 
which shall be posted in each engine room. 

8. Engineers are prohibited from smoking in the school build- 
ings. 

9. It is made the special duty of the Superintendent and prin- 
cipals to report promptly any violation of these rules. 



108 



REPORT OF THE BOARD OF EDUCATION 



LIST OF GRADUATES. 



1882. 



Miss Alice Shapard. 
Miss Nona Bond. 
Frank Anderson. 
Gideon Pearcy. 
Miss Minnie Booker. 



Hugh Swayne. 

A. D. Muse. 

Miss Annie. Landis. 



John M. Parker. 
Geo. R. McClanahan. 
William H. Stovall. 
William H. Taylor. 
Miss Eliza B. Stevens. 
Mi.ss Irene G. Barton. 
Miss Marianna March. 



Miss Eva K. Neal. 
Miss Nellie Brooks Long. 
Miss Electra Eee McCabe. 
Miss Calpernia Jones. 
Miss Mary Edna Branner. 
Miss Ida Schumann. 
Miss Mary Eulalie Eandis. 
George Harris Robertson. 
David Duncan Crowe. 



Miss lone Meriwether. 
Miss Sarah E. Tomlin. 
May Harris. 
Miss Mamie Inman. 

1883. 

R. D. Ellington. 

W. O. Thompson. 

Miss Florence C. Heiskell. 

1884. 

Eouis W. Eppinger. 
Andrew S. Russell. 
Reginald H. Stovall. 
Miss Mattie D. Fenner. 
Miss Annie R. Branner. 
Miss E. Mai Hirsch. 

1885. 

Miss Elizabeth Susan Brown. 
Miss Rosa Lee Pope. 
Miss Alice Brevard Stockton. 
Miss Addie Emily Kelly. 
Miss Mary Ward Harris. 
Miss Corrinna Bess Ruffin. 
Robert Bruce Lindsey. 
Charles Edward Eandis. 
Alfred Zelna Hirsch. 



OF THE CITY OF JACKSON, TENN. 



109 



Miss Von Ella Fullerton. 
Miss Jennie L,yon. 
Miss Ida May Lawrence. 
Miss Maud Booker. 
Miss Nettie McClanahan. 
Miss Lizzie March. 
Miss Emma Albrecht. 
Chester Botts. 
Allen Roe. 



Miss Hettie Annie Barham. 
Miss Mary Lou Cartmell. 
Miss Emma Pauline Collins. 
Miss Sallie Sharp Bond. 
Miss Mary Elizabeth Teague. 
Miss Emma Harding Person. 
Miss Mattie Del McMillan. 
John Taylor Rose. 
Nathan Samuels. 
Thomas Isham Taylor. 
Frank Mason. 

Chalmers Augustus Lindsey. 
Jacob Morgan Jones. 
William Adamson McCutchen. 



Miss Thommie Leona Booker. 

Miss Adele Enloe. 

Miss Hettie Harris. 

Miss Fannie Etta Meriwether. 

Miss Francis Pybas. 

Miss Helena Mary Haas. 

Miss Julia Brooks Lancaster. 

Miss Mattie Fleming. 

Miss Ozzie Belle Pope. 

Miss Ellen Irene Taylor. 

Herman Henry Hirsch. 



1886. 

Miss Lillie Lyon. 

Miss Emma Harrison Gates. 

Miss Ethel Schuyler Gray. 

Miss Mary Virginia Chappell. 

Miss Delesline Utley. 

Miss Pearl Partridge. 

Miss Kate Fenner Campbell. 

Arthur Guy Norwood. 

Otto Emanuel Woerner. 

1887. 

Miss Sallie Gertrude Newby. 
Miss Ora Chester McMillan. 
Miss Eliza Jane Campbell. 
Miss Leila Wade Utley. 
Miss Janie Noble Rogers. 
Miss Mary Eliza Tidwell. 
Albert Walter Ellington. 
Benjamin Augustus Enloe. 
Robert Fenner. 
James Austin Anderson. 
Robert Moore Gates. 
Leigh Gaston Hammond. 
Thomas Edward Burke. 

1888. 

Miss Estelle Branner. 
Miss Cecelia Felsenthal. 
Miss Sallie Hart Johnson. 
Miss Memphis Kelley Paine. 
Miss Lucy Lee Smith. 
Miss Daisy May Long. 
Miss Lillie Bruce. 
Miss Joe May Talbot. 
Miss Mary Agnes Smith. 
Lennie Fontaine Biggs. 
Nat. S. Hosford. 



no 



REPORT OF THE BOARD OF EDUCATION 



Albert Stockton Lindsej^: 
Barney Charlej McCabe. 
John Harris Lewis. 
James T. McCutchen, Jr. 
Sam McDonald 
Emanuel Levi 



Robert Leeper. ■ 
Henry Friedlob. 
John Stockton Lindsey 
James Clark Pybas 
Gayle Haughton 
Bennie Rosser. 

1889. 



Miss Ruby Camille Bright 


Miss Freddie Bond 


Miss Cora Bond 


Miss Lizzie Buntin 


Miss Ruth Harris 


Miss Mary Lindsey 


Miss Emma Neil 


Miss Celia Jones 


Miss Eillie Shelton 


Miss Mattie Tinsley 


Miss Corrie Dugan 


Miss Alice Williams 


Miss Effie Tate 


John Phipps Alexander 


Monroe D. Anderson 


Eli Friedlob 


Charles Russell 


John Parker Mallorj' 




1890. 


Miss Lizzie Bledsoe 


Miss Annie Moore 


Miss Aileen Bond 


Miss Myra McRae 


Miss Lillian Boucher 


Miss Pattie Russell 


Miss May Bellew 


Miss Emma Rogers 


Miss Burdine Clayton 


Miss Hattie Stephenson 


Miss Ina Hammond 


Miss La Dora Swayne 


Miss Pansy Harris 


Miss Margretta Teague 


Miss Katie Hurt 


Charles Mallory 


Miss Emma Mann 


Neely Rose 




1891. 


Miss Millie Bray 


Miss vStasia Burnell 


Miss Mary Butler 


Miss Mary Cason 


Miss Amanda Clayton 


Miss Leland Clayton 


Miss Allie Crook 


Miss Minnie Durham 


Miss Nannie Emmerson 


Miss Fantine Enloe 


Miss Mary Farris 


Miss Mabel Fenner 


Miss Walker Flemming 


Miss Clemmie Levi 


Miss Annie Lee McCutchen 


Miss Sue Matt Meriwether 


Miss Leila Peoples 


Miss Lillie Perkins 


Miss Mary Strong 


Miss Maggie Taylor 



OF THE CITY OF JACKSON, TENN. 



Ill 



Miss Ivulu Ta3-lor 
Miss L3'cle Tomlin 
Milton L,eeper 
Bond Wilkerson 



Miss Willie May Allen 
Miss Lrockie Clayton 
Miss Aileen Day 
Miss Guy I^eeper 
Miss Cora McCoplin 
Miss Lyda Robertson 
Miss Birdie Williams 
James Dawson 
Cornelius Taylor 



Miss Lucy Elizabeth Baird 
Miss Dulu Benton 
Miss Sarah Catherine Cason 
Miss Lillie Belle Edwards 
Miss Mary Dizzie Robertson 
Miss Laura Rush 
Miss Rhoda Teague 
Bond Anderson 
Charles Eugene Dawson 
Chester Harris Jones 
James Holmah Vanden. 



Miss Lela Turner 

Miss Mary Olive Wagner 

Lawrence Taylor 

1892. 

Miss Marye Bell 
Miss Carrie Cox 
Miss Georgia Gates 
Miss Callie Mallory 
Miss Addy Pybas 
Miss Bernice Teague 
Hugh Croom 
John R3-an 
Gray Towler 

1893. 

Miss Hattie Barnett 
Miss Lyda May Botts 
Miss Livie Cordelia Edenton 
Miss Leonora Newman 
Miss Ketura Rogers 
Miss Mary Evans Sanders 
Miss K. Almyra Whitehead 
Thomas Henrj- Campbell 
Charles Preston Ivy 
William Whitlow 



1894. 



Miss Alice Velma Briggs 
Miss Fannie Joe Coffman 
Miss Celestia Cawthorn Crook 
Miss Mabel Morrow Edenton 
Miss Hattie Felsenthal. 
Miss Elizabeth Margaret Haas. 
Miss Maggie Lee Hight. 
Miss Mary Maud Hillman. 
Miss Lurline Floy Howell. 
Miss Maggie Loraine McColpin. 



Miss Lottie Isabel Owen 
Miss Dais}' Dean Pigford 
Miss Emma May Ransom 
Miss Mar}^ Lena Stovall 
Miss Beryl Teague. 
Miss Susie Murchison Teague. 
Miss Georgie Belle Tidwell. 
Miss Fannie Lane Watt. 
Miss Pearl Leonora Williams. 
Miss Joella Worrell. 



112 



REPORT OF THE BOARD OP EDUCATION 



Miss lyiicik' Meriwether. 
Miss Alma Neely. 
Horaee Marshall Hledsoe. 
James ICniiis Cohl). 
VV^ilter Horace Croom. 
b'red Joseph 'Dawson. 
I'Mward Nklleii Deloaeh. 
James MeMillan Ivanishaw 



Miss Mary Alexander 
Miss Mai Branner. 
Miss Lessie Bvay. 
Miss Lena Jiarnes. 
Miss Agnes Briggs. 
Miss Anna lUnke. 
Miss Ivthel Clayton; 
Miss Irene Cason. 
Miss Nell Kelsenthal. 
Miss Vi\ie Francis. 
Miss Oraeie Harris. 
Miss Janie Harris. 
Letcher Anderson. 
Alfred Bell 
l^)nrns Duke 
h'rank Branner 
Walter Haynes 
Harrie Herring 
Clilford Lewis 



Miss Willie Katie Biggs 
Miss Kthel IVLai Blacknion 
Miss Felix Artelia Bray 
Miss lona Capitola Carter 
Miss Annie Darnell 
Miss luinice (looch 
Miss Ariadne Fay Hawkins 
Miss Alma 1* Kimbrongh 



Miss Jennie Ashbnrn Wright. 
Hugh Marvin Harris. 
Fred. John Lesh. 
Horace Tomlin Lindsey. 
Thomas Bishop Martin. 
Samuel Richardson Robertson. 
Robert Ray Russell. 



.H95. 

Miss Katie Hight. 
Miss Maud Langley. 
Mi.ss Ivtna Mann. 
Miss Lee McClintock. 
Mi.ss F'unice McCutchen. 
Mi.ss Mary McKinnie. 
Miss Mattie Nelson. 
Miss Ivula Pope. 
Miss Callie Rogers. 
Miss F^lmnia Seaborn. 
Miss Helena Vandenbrook. 

James McClintock. 
Walter Merritt 
John Magevney 
Royal Neville 
Clarence Parham 
Rush Person 



1896. 

Miss Laura Jeanette Bisho]* 
Miss xVngel Blue 
Mi.ss Miriam lUhel Brown 
Miss Gertrude Fleming Cozart 
Mi.ss Sophia Violet Davis 
Miss Winnie Leora Griffis 
Miss Kite May Hurt 
Miss Musid(M-a McCorry 



OF THE CITY OF JACKSON, TKNN. 



113 



Miss Hibernia McCutchen 
Miss Lucy Delnia Perry 
Miss Mary Kmily Rose 
Miss Lillian Wren Truss 
Miss Lillie Mai Wilie 
Miss Tena Wright 
Mikie Bauni 

Chester George Bond, Jr 
Audie Benson Crenshaw 
Guy Everton Earnshaw 
Joseph Friedlob 
Garnett Williamson Mercer 
Robert Baily Nelson 
James Franklin Watson 



Miss Ouida Moore 
Miss Willie Alice Pope 
Miss Bessie luigenia Ross 
Miss lulna Pearl Walker 
Miss Mattie Ethel Williams 
John Roy Alexander 
Asa Jones Biggs 
Francis Watkins Cam])bell 
James I'<rnest Duncan 
William Joseph I{vans 
Will vSmedley Harris 
John Alexander Milwain 
Cornelius Duncan vSmith 
John Dee Wisdom 



1897. 

Miss Elizabeth Helen Adamson Miss Jeanette vSarali liurke 



Miss Myra Louise Butler 
Miss Leone Fenner Brooks 
Miss Ethel Fry 



Miss Lilla Bright Bell 

Miss Pvli/.abeth Ragland Chester 

Miss Serena Griffith 

Miss Lulu May Givens 

Miss Linnie Clare Gates 

Miss Mary Leona Hamilton 



Miss Lida Elizabeth Gilmer 

Miss Pearle Goode 

Miss Frances Parker Gates 

Miss Ethel Josephine Hubbard Miss Laura Pvthel Hudgings 

Miss Henrie Ewing McBryde Miss Marie Aileen Neblett 

Miss Mary Elizabeth Neff Miss Glenn Allen Palmer 

Miss Mamie Dabney Perry Miss Nannie Melvinia Vanden 

Miss Garnett Cornelia Williams Miss Elizabeth Whitlow 

Miss Anna Louise Wilkinson Miss Mary Anna Weatherly 



Miss Myrtle Medora Wilcox 
Miss Daisy Lemons Young 
Freeman McCorrv Burnell 
Luther Gideon Gray 
William Neeley Key 
William Parker Reeves 
George Leon Williamson 

Miss Nettie Loraine Albrecht 
Miss Ophelia Julia Bledsoe 



Miss Susie Brooks Utly 
Ernest Acton Brooks 
Robert Drew Conger 
Ernest Graves Jones 
Alfred Hays Motts 
David Ancil Stovall 

1898. 

Miss Ora Wilson Seaborn 
Miss Bertha vStedman 



114 



REPORT OF THE BOARD OF EDUCATION 



Miss Eva Belle Baird 


Miss Katherine Debora Smith 


Miss Mabel Nannie Boden 


Miss Gertrude Almon Tidwell 


Miss Camilla Beatrice Bell 


Miss Eva Eouise Taylor 


Miss Linnie Elizabeth Bills 


Miss Eollie May Taylor 


Miss Ada Georgia Black 


Miss Aurela M. Vandenbrook 


Miss Einnie Eouise Cobb 


Miss Mattie Ruble Vantreese 


Miss Kate Bond Chester 


Miss Alice O'Daniel White 


Miss Annie Cox 


Eoraine Allen Wisdom 


Miss Eaura Ruth Crane 


Miss Etta Bond Young 


Miss Martha Cooper Crook 


John Darnell 


Miss A. D. Cartmell 


Burney Forrest Lewis 


Miss Eillie Dodd 


Peter James Murray, Jr. 


Miss Margaret Dempster 


Baptiste Mezick Martin 


Miss Nellie Farrow 


Isham Henderson Nelson 


Miss Bertha Cecilia Haas 


Thomas Austin Robertson 


Miss Mary Eunice Hudgings 


Albert Horner 


Miss Malinda Frances Hall 


Elliott Wisdom Hooser 


Miss Eillie Mai Hamilton 


Charles Venable Mercer 


Miss Onita Edith Johnson 


Enimett Clay Nance, Jr. 


Miss Celestine Eevi 


Lawrence Umphlett Pope 


Miss Sarah Pickett Eindsey 


John Ford Person 


Miss Ann Dawson Martin 


William James R3'an 


Miss Alice Elizabeth Polk 


James Monroe Troutt 


Miss lola McNeil Polk 


John Harvey W^illiamson 




1899. 


Miss Raida Allen 


Miss Agnes Rogers 


Miss Ruth Burke 


Miss Louanna Robertson 


Miss Nona Blanton 


Miss Hattie Steadman 


Miss Maude Caradine 


Miss Mattie Sneed. 


Miss Aliene Cobb 


Miss Rose Strasburg 


Miss Alma Crenshaw 


Miss Gladys Taylor- 


Miss Mignone Dunn 


Miss Caroline Wiggins 


Miss Eillian Emmons 


Miss Virgie Wilkerson 


Miss Emma Evans 


Miss Henri Wilkerson 


Miss Erna Ferrell 


Miss Myrtle Judson 


Miss Many Hays 


Roscoe Bishop 


Miss Sadie Howard 


Wiley Baxter 


Miss Sue Hurt 


Warren Brooks 



OF THE CITY OF JACKSON, TENN. 



115 



Miss Drusie Haynes 


Cameron Da)' 


Miss Ethel Hughes 


Frank Hughes 


Miss lyoraine Hamilton 


Gilcie Sanders 


Miss Veola Key 


Hugh Sullivan 


Miss lyucile hong 


Charles Timberlake 


Miss Ella Gale Long 


Hollis Taylor 


Miss Clara Lancaster 


Nolan White 


Miss Bessie McKevett 


William B. Utley 


5Iiss Lula Presley 





Miss Eva Baum 
Miss Daisy Mothella Blick 
Miss Mary Ellis Butler 
Miss Blanche Briggs 
Miss Nellie Elizabeth Cobb 
Miss Lillian Neal Chenault 
Miss Dru Helen Crook 
Miss Annie Lee Garrison 
Miss Mamie Lee Hayley 
Miss Sarah Ethel Haas 
Miss Muchie Hays 
Miss Cora Lee Hill 
Miss Emma Lula Kimbrough 
Miss Margaret L- McCutchen 
Miss Mattie Florence Owen 
Miss Martha Annie Pope 
Miss Sallie Vera Reed 
Miss Leila Vellines Rogers 
Miss Virgie Stem 
Miss Vera O'Neal True 
Miss Carrie Pegues Tomlin 
Miss Katie Margaret Willey 
Miss Brinnie Zaricor 
Thomas Henderson Butler 
Samuel Arnie Bradford 
Robert Savage Fletcher 
David Fineberg 
John Willis Grimes 



1900. 

Miss Mary Ella Bishop 
Miss Mary Etta Boden 
Miss Clintie Clinton Baxter 
Miss Eva Lerick' Barnes 
Miss Jewell Boyd Chandler 
Miss Wordie Amanda Collins 
Miss Pearl Durham 
Miss Florence Parker Haj^es 
Miss Ada Vera Hubbard 
Miss Ada O'Connor Herron 
Miss Sueanna Hammerly 
Miss Emma Wilhelmina Heck 
Miss Anna Wilbon Long 
Miss AUeiue Elizabeth Mitchell 
Miss Irene Elzada Parish 
Miss Martha Cordelia Presley 
Miss Amanda C. Richardson 
Miss Lillie Dove Ripley. 
Miss Rachel E. Shepherd 
Miss Willie Grace Todd 
Miss Alice Virginia Wilson 
Miss Minnie Nelson Weatherly 
Gilbert Christian Anderson, Jr. 
Howell Harris Brooks 
Frank Graves Decourc)^ 
Sidney Anker Felsenthal 
John Albert Fry 
Alfred David Holder 



11^ Ki;i'()K'r oi' Till': hoard oi" i'',i)rcATi()N 



Kohcrl Slrihlin*; Hawkins Clarence Brooks Mynders 

Victor McPherson Mnrray Fleming James O'Connor 

I^rnesl McPherson Murray Bert Graves Moody 

Robert Thomas vSevier John Duke vSimmons 

Aslik'\- Wilson Trowell Ernest Lyn Wo(k1 

Tom Dal/ell Windrom Charles Ilendriekson Williams 

After Addition of Ninth Grade. 
1901. 

Miss Mary IvHa Bishop Miss Mary Ktta Boden 

Miss Wordie Amanda Collins Miss Pearl Durham 

Miss Floy I'\)sler Miss Mamie I^ee Ilayley 

Miss Ada O'Connor llerron Miss Ada Vera Hu])l)ard 

Miss Martha Annie Pope Miss vSallie \'era llQcd 

Miss Agnes Rogers Miss Ilattie Mai Steadman 
Miss Katherine Margaret WilleyMiss Alice Virginia Wilson 
(^lilbert Christian Anderson, Jr. Roy David Brown 

Bert Oraves Moody Victor McPherson Murray 

Fleming James O'Connor Henry Briggs Thompson 
Thonms Dal /ell Windrom 

igo2, 

I'.unow I'enn Brooks Opal Almedie Williams 

Robert Whitney Crane William Parker Butler 

C.eorge Coo]km- P'errell John Fenner Kllington 

Carroll Niles Harris Sebert Herman Frye. 

John Harrison McMillan Brevard McRee Jones 

Richard Arthur 'i'homson Herbert Neville vSimmons 

Rebecca Ruth Hledsoe Amelia Louise l^rown 

Margaret Anita Christie Mary Faunia Daniel 

LeNoir I,i/./,ie Day Mary Newell Dunagan 

Ivli/abeth Orillilh Grace Regiim Harris 

Julia Sur Herring Alma Francis llerron 

Martha Davis Long Ray Marks 

Maude Meliss Marks Alice Virginia McBee 

Bessie \'ivian Merritt Clara Wisdom Newsom 

Kathleen O'Connor Bransford Person 

Louise P'dith Orban Phillips Corinne Thompson Russell 

Lillie 1\L Inancis X'antreese Clara Howard Watson 



OP TlNv CITY OK JACKSON, TJCNN. 117 



GRADUATES OP THE COLORED SCHOOLS. 



1885. 

Jeff Covinj^ton Miss I^ottie D. Miller 

Miss Delia Holmes 

1886. 

Albert White Miss Hester Whitinal 

1887. 

Miss Beulah Boyce Miss lyizzie Person 

Miss Delia Payne Miss Mary Telfer 

Miss fCmma Hutchins Miss Joanna Jordan 

John Franklin lirown John Anthony Pollard 

1888. 

Miss Callie D. Hutchins Miss Carrie Covinj^ton 

Miss vSallie A. Pollard Joseph H. Brown 

Ivlias A. Taylor 



1889. 

John Wesley Alexander Miss Belle Caroline Moore 

Miss ICmnia Chester 

1890. 

Miss Mary Hortense Grimes Miss Dora lielle vSims 
Miss Ivmma Violet Skinner Miss Alice Telfer 

Miss Dora Lee V/ilkins 

1891. 

No Graduates. 

1892. 

Rol)ert Drain Miss Caroline Belle Hassell 

John Collins TyOvve Miss Henrietta Corea Jolmson 



118 



REPORT OF THE BOARD OF EDUCATION 



Miss Elizabeth H. Parkman 
Miss Gertrude Woolfolk 



Miss Florence Covington 

Miss Amarylis Hill 

Miss Fannie I^ee Meriwether 



Miss Jane Lee Brown 

Miss Elizabeth Grimes 

Miss lyouanna Belle Lyles 

Miss Rosetta Malone 

Miss Emma Belle Miller 

Miss Ella May Scott 

Miss Sarah Scruggs 

Miss Ada Celestine Thompson 



Miss Anna Jennette Triplett 

1893. 

Miss Francis Barbara Harrison 
Miss Sylvestor Mason 
Mark Allen Dobbs 

1894. 

Miss Eillie May Wells 
Miss Alvis White 
Miss Annie Bertha White 
Joseph Dennison Frye 
Harrison Walker 
John Patrick Miller 
John Henry Reid 



1895. 



Miss Susan Eillian Covington 
Miss Dora Hunt 
Miss Minnie Porter Kelley 
Charles Raines 

Miss Minnie Anderson 
Miss Gaulman 
Columbus William Reid 

Miss Rena Belle Calhoun 
Miss Dora Mayo King 
Miss Birdie Norman 
Miss Nettie Belle Tomlinson 
Emmett George Jordan 

Miss Ilee Anderson 
Miss Aileen Cora Barnes 
Miss Grace May Goodrich 
Miss Ethel Belle Mitchell 
Miss Marv Anna Pierson 



Miss Carrie Green Parkman 

Miss Mora Lee Ramar 

Miss Sarah Elizabeth Sumlar 

1896. 

Miss Eva Featherston 
Miss Ruth Walker 

1897. 

Miss Addell May Grigsby 
Miss Bessie Louise Miller 
Miss Elizabeth Scruggs 
Thomas Patrick Haralson 
James Franklin Moore 

1898. 

Miss Ada Lee Temple 
Miss Minnie Lee Thomas 
Miss Flossie Woolridge 
John Wyatt Belle 
William Trotter 



OF THE CITY OK JACKSON; TKNN. 



119 



1899. 

Miss Dora vScott 

Miss Ida Temple 

Miss Alabama Weatherly 

Frank Elbert Oillesi)ie 

Jas Bee Alexander 

Lawrence Cossor Haralson 
John Freeman Parkman 
Charles Henr_v Phillips, Jr. 

1900. 

Miss Estelle Mabel Gardner 
Anbrey Lee Lyles 
Miss Lula Floyd Reid 
Joseph David Smith 

1901. 

No graduates. Class promoted to Ninth Grade. 
1902. 

Miss Gussie Cossor Miss Estelle Mabel (lardner 

Miss Kate Lawrence Hurt Miss Luelia Belle Lyles 

Miss Doric Blanche Nance Lady lunma Louise Phillips 
Miss Beulah Scott 



Miss Sarah H. Alexander 
Miss Wihner Anderson 
Miss Vessie Eudora Brown 
Miss Carrie Dew Givens 
Ora Lee P^llington 

Miss Mattie Lee Grimes 
Miss Willie Belle Long 
Miss Sarah Eliza Miller 



William Yancy Bell 
Milton Galloway 
Jasper Ta])pan Phillips 
George Reid, Jr. 



LIBRftRY OF CONGRESS 



lllllllllii 

021 507 183 2 






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